What we talk about when we talk about Comprehensive Education: archeology of a concept
Throughout this work we will seek to (re)think the category of Comprehensive Education, so used and present in the various normative and curricular documents, as well as in the imagination of teachers. For this we will carry out an analysis of this concept from an archaeological perspective, recover...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2025
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14318 |
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| Sumario: | Throughout this work we will seek to (re)think the category of Comprehensive Education, so used and present in the various normative and curricular documents, as well as in the imagination of teachers. For this we will carry out an analysis of this concept from an archaeological perspective, recovering the theoretical position of different authors who made their contributions in various stages of history, until reaching the present day and how we position ourselves when talking about this type of education. The objective of this work will be to carry out a theoretical approach to the concept of “Comprehensive Education ” in order to understand what we are talking about when we talk about it and how it affects us in our daily school practice. |
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