Teaching and pedagogical continuation at Rio Negro secondary school

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The aim of this research is to conduct a partial analysis of teaching practices in public schools in San Carlos de Bariloche, Río Negro, Argentina, in the context of the educational policies set by Rio Negro Secondary School (Escuela Secundaria Rionegrina-ESRN). After face-to-face class suspension a...

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Autores principales: Tapia, Stella Maris, Fourés, Cecilia Inés
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2021
Materias:
teaching practice
high school
pandemic
interdisciplinary nature and work between areas
Language and Literature
prácticas docentes
escuela secundaria
pandemia
interdisciplinariedad y trabajo entre áreas
Lengua y Literatura
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1434
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1434
record_format ojs
spelling I15-R240-article-14342022-04-04T14:20:11Z Teaching and pedagogical continuation at Rio Negro secondary school Enseñanza y continuidad pedagógica en la Escuela Secundaria Rionegrina Tapia, Stella Maris Fourés, Cecilia Inés teaching practice high school pandemic interdisciplinary nature and work between areas Language and Literature prácticas docentes escuela secundaria pandemia interdisciplinariedad y trabajo entre áreas Lengua y Literatura The aim of this research is to conduct a partial analysis of teaching practices in public schools in San Carlos de Bariloche, Río Negro, Argentina, in the context of the educational policies set by Rio Negro Secondary School (Escuela Secundaria Rionegrina-ESRN). After face-to-face class suspension and the pedagogical continuity imposed in 2020 by COVID-19 pandemic, affected in many cases by low levels of connectivity, we attempt to know the teaching practices from its actors’ perspective, so in-depth (remote) interviews were carried out, to several institutional actors (supervisor, directives and teacher). The analysis reveals the difficulties faced by technological mediation and the relevance multi and interdisciplinary work gained for Rio Negro secondary school actors. The case of the Language and Literature Education area is detailed, in order to observe tensions in daily practices in a specific class. We consider that a year working in this remote learning conditions needs to be analyzed because of its implication in the disarray in daily teaching practices and in educational institutions, and because of the incidence in the pedagogical continuity in schools, which will necessarily leave its traces. La finalidad de este trabajo es mostrar un análisis parcial de la indagación en prácticas docentes desarrolladas en escuelas públicas de San Carlos de Bariloche, Río Negro, Argentina, comprendidas en el contexto de la política educativa que instaura la Escuela Secundaria Rionegrina (ESRN). Ante la suspensión de la presencialidad y la continuidad pedagógica impuestas en el año 2020 por la pandemia de COVID-19, incididas en muchos casos por escasas posibilidades de conectividad, se procura conocer las prácticas docentes desde la mirada de sus actores, por lo que desde una metodología cualitativa, relacional e interpretativa se llevaron a cabo entrevistas en profundidad (sostenidas en entorno virtual) a diversos actores institucionales (supervisor, directivos y docentes). El análisis da cuenta de las dificultades que supuso la mediación tecnológica y de la relevancia que para los diferentes actores de la ESRN adquirió el trabajo interdisciplinario y entre áreas. Se pormenoriza en el caso del área Educación en Lengua y Literatura, para observar tensiones de las prácticas en una asignatura disciplinar específica. Consideramos que un año de trabajo en estas condiciones de virtualidad necesita ser analizado por su implicancia en el disloque sobre las prácticas docentes cotidianas, así como de las instituciones educativas. Asimismo, por la incidencia en una continuidad formativa que se lleva a cabo en las escuelas y que necesariamente dejará sus huellas. IRICE (CONICET-UNR) 2021-12-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1434 10.35305/revistairice.vi41.1434 Revista IRICE; Núm. 41 (2021); 11-38 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1434/2229 Derechos de autor 2022 Stella Tapia, Cecilia Inés Fourés https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic teaching practice
high school
pandemic
interdisciplinary nature and work between areas
Language and Literature
prácticas docentes
escuela secundaria
pandemia
interdisciplinariedad y trabajo entre áreas
Lengua y Literatura
spellingShingle teaching practice
high school
pandemic
interdisciplinary nature and work between areas
Language and Literature
prácticas docentes
escuela secundaria
pandemia
interdisciplinariedad y trabajo entre áreas
Lengua y Literatura
Tapia, Stella Maris
Fourés, Cecilia Inés
Teaching and pedagogical continuation at Rio Negro secondary school
topic_facet teaching practice
high school
pandemic
interdisciplinary nature and work between areas
Language and Literature
prácticas docentes
escuela secundaria
pandemia
interdisciplinariedad y trabajo entre áreas
Lengua y Literatura
author Tapia, Stella Maris
Fourés, Cecilia Inés
author_facet Tapia, Stella Maris
Fourés, Cecilia Inés
author_sort Tapia, Stella Maris
title Teaching and pedagogical continuation at Rio Negro secondary school
title_short Teaching and pedagogical continuation at Rio Negro secondary school
title_full Teaching and pedagogical continuation at Rio Negro secondary school
title_fullStr Teaching and pedagogical continuation at Rio Negro secondary school
title_full_unstemmed Teaching and pedagogical continuation at Rio Negro secondary school
title_sort teaching and pedagogical continuation at rio negro secondary school
description The aim of this research is to conduct a partial analysis of teaching practices in public schools in San Carlos de Bariloche, Río Negro, Argentina, in the context of the educational policies set by Rio Negro Secondary School (Escuela Secundaria Rionegrina-ESRN). After face-to-face class suspension and the pedagogical continuity imposed in 2020 by COVID-19 pandemic, affected in many cases by low levels of connectivity, we attempt to know the teaching practices from its actors’ perspective, so in-depth (remote) interviews were carried out, to several institutional actors (supervisor, directives and teacher). The analysis reveals the difficulties faced by technological mediation and the relevance multi and interdisciplinary work gained for Rio Negro secondary school actors. The case of the Language and Literature Education area is detailed, in order to observe tensions in daily practices in a specific class. We consider that a year working in this remote learning conditions needs to be analyzed because of its implication in the disarray in daily teaching practices and in educational institutions, and because of the incidence in the pedagogical continuity in schools, which will necessarily leave its traces.
publisher IRICE (CONICET-UNR)
publishDate 2021
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1434
work_keys_str_mv AT tapiastellamaris teachingandpedagogicalcontinuationatrionegrosecondaryschool
AT fouresceciliaines teachingandpedagogicalcontinuationatrionegrosecondaryschool
AT tapiastellamaris ensenanzaycontinuidadpedagogicaenlaescuelasecundariarionegrina
AT fouresceciliaines ensenanzaycontinuidadpedagogicaenlaescuelasecundariarionegrina
first_indexed 2023-06-26T22:56:33Z
last_indexed 2023-06-26T22:56:33Z
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