From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021)
From the suspension of school presenciality in Argentina due to the spread of COVID-19 in March 2020, distance pedagogical continuity plans were promoted at the national and sub-national level, which has implied a bet on a kind of “forced virtualization”. This article proposes to analyze the educati...
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| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2021
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1448 |
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I15-R240-article-14482022-04-04T14:20:11Z From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) Del ASPO al DISPO: la agenda de política educativa y los posicionamientos públicos frente a la presencialidad (2020-2021) Di Piero, Emilia Miño Chiappino, Jessica políticas jurisdiccionales actores plataformas virtuales presencialidad escolar pandemia jurisdictional policies actors virtual platforms school attendance pandemic From the suspension of school presenciality in Argentina due to the spread of COVID-19 in March 2020, distance pedagogical continuity plans were promoted at the national and sub-national level, which has implied a bet on a kind of “forced virtualization”. This article proposes to analyze the educational policy agenda between the measure of Aislamiento Social Preventivo y Obligatorio (ASPO) and the subsequent Distanciamiento Social Preventivo y Obligatorio (DISPO), focusing on three specific dimensions: the articulation of educational proposals between the national level and the jurisdictional levels, the new issues on the educational agenda emerging at the end of 2020 and the debates around presence considering the positions of different actors. The documents analyzed show a shift from the concern for the development of content focused on the teaching and learning processes towards new topics on the agenda related to re-linking, evaluation and the connection between the 2020-2021 cycles. Tensions and positions on the policy of a return to presence show certain features of the transition from bureaucratic administration to post-bureaucratic modes of regulation. An exploratory study of the 24 jurisdictions was carried out from the survey of the platforms, web pages of state agencies, provincial and national documents, medical organizations and civil society in three two-month periods: April-May, November-December 2020 and January-February 2021. A partir de la suspensión de las clases presenciales en Argentina ante la propagación del COVID-19, en marzo de 2020 se impulsaron planes de continuidad pedagógica a distancia a nivel nacional y subnacional, lo cual implicó la apuesta a una suerte de “virtualización forzosa”. Este artículo se propone analizar la agenda de política educativa en el periodo que se extiende desde la medida de Aislamiento Social Preventivo y Obligatorio (ASPO) hasta el posterior Distanciamiento Social Preventivo y Obligatorio (DISPO), enfocándose en tres dimensiones específicas: la articulación de las propuestas educativas entre el nivel nacional y los niveles jurisdiccionales, los nuevos temas en la agenda educativa emergentes a fines del año 2020 y los debates en torno a la presencialidad considerando los posicionamientos de distintos actores. Los documentos analizados muestran un viraje desde la preocupación por la elaboración de contenidos centrados en los procesos de enseñanza y de aprendizaje hacia nuevos temas en agenda ligados a la revinculación, la evaluación y la conexión entre los ciclos 2020-2021. A su vez, las tensiones y posicionamientos ante la política de retorno a la presencialidad evidencian ciertos rasgos propios de los modos de regulación postburocráticos. Se realizó un estudio exploratorio de las 24 jurisdicciones a partir del relevamiento de las plataformas, páginas web de organismos estatales, documentos provinciales y nacionales, de organizaciones médicas y de la sociedad civil en tres bimestres: abril-mayo y noviembre-diciembre de 2020, y enero-febrero de 2021. 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/1448 10.35305/revistairice.vi41.1448 Revista IRICE; Núm. 41 (2021); 147-179 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1448/2240 Derechos de autor 2022 Emilia Di Piero, Jessica Miño Chiappino 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 |
políticas jurisdiccionales actores plataformas virtuales presencialidad escolar pandemia jurisdictional policies actors virtual platforms school attendance pandemic |
| spellingShingle |
políticas jurisdiccionales actores plataformas virtuales presencialidad escolar pandemia jurisdictional policies actors virtual platforms school attendance pandemic Di Piero, Emilia Miño Chiappino, Jessica From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| topic_facet |
políticas jurisdiccionales actores plataformas virtuales presencialidad escolar pandemia jurisdictional policies actors virtual platforms school attendance pandemic |
| author |
Di Piero, Emilia Miño Chiappino, Jessica |
| author_facet |
Di Piero, Emilia Miño Chiappino, Jessica |
| author_sort |
Di Piero, Emilia |
| title |
From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| title_short |
From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| title_full |
From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| title_fullStr |
From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| title_full_unstemmed |
From ASPO to DISPO: the educational policy agenda and positions on school presenciality (2020-2021) |
| title_sort |
from aspo to dispo: the educational policy agenda and positions on school presenciality (2020-2021) |
| description |
From the suspension of school presenciality in Argentina due to the spread of COVID-19 in March 2020, distance pedagogical continuity plans were promoted at the national and sub-national level, which has implied a bet on a kind of “forced virtualization”. This article proposes to analyze the educational policy agenda between the measure of Aislamiento Social Preventivo y Obligatorio (ASPO) and the subsequent Distanciamiento Social Preventivo y Obligatorio (DISPO), focusing on three specific dimensions: the articulation of educational proposals between the national level and the jurisdictional levels, the new issues on the educational agenda emerging at the end of 2020 and the debates around presence considering the positions of different actors. The documents analyzed show a shift from the concern for the development of content focused on the teaching and learning processes towards new topics on the agenda related to re-linking, evaluation and the connection between the 2020-2021 cycles. Tensions and positions on the policy of a return to presence show certain features of the transition from bureaucratic administration to post-bureaucratic modes of regulation. An exploratory study of the 24 jurisdictions was carried out from the survey of the platforms, web pages of state agencies, provincial and national documents, medical organizations and civil society in three two-month periods: April-May, November-December 2020 and January-February 2021. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2021 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1448 |
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2023-06-26T22:56:35Z |
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2023-06-26T22:56:35Z |
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