Tension points which rule teachers’ practices at first year of secondary school. A psychopedagogical look
This article aim is to show certain tension points which were appearing in the accomplished work with first year teachers from secondary school from Viedma city –henceforth called CEM- in CURZA –UNCo. Extension project frame: “Construction of being a student today at secondary school level” (2000-20...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2023
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4762 |
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| Sumario: | This article aim is to show certain tension points which were appearing in the accomplished work with first year teachers from secondary school from Viedma city –henceforth called CEM- in CURZA –UNCo. Extension project frame: “Construction of being a student today at secondary school level” (2000-2002). In the above mentioned project a psychopedagogical intervention dispositive was set which core was to maintain the questioning in teachers, parents and students about what being student means at this level today. The vicissitudes which arose in this experience let us analyse that the tension points/resistance detected-such as: a necessity, a complaint and any difficulty about not being well at school could be sympthomatology, are functional to the own institution actors and also, they cause daily practices in it which gave a greater exclusion and isolation than the one from which they complain themselves. |
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