Extended day in Buenos Aires province secondary education. Conditions and needs Abstract
In this paper we propose to present the results of an investigation on the Extended School Day (JE) policy in secondary education in the province of Buenos Aires. From the conceptual developments on JE and the implicit assessment of the extension of school time, we approach these experiences to kno...
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| Autores principales: | , , , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/10908 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=10908_oai |
| Aporte de: |
| Sumario: | In this paper we propose to present the results of an investigation on the Extended School Day (JE) policy in secondary education in the province of Buenos Aires.
From the conceptual developments on JE and the implicit assessment of the extension of school time, we approach these experiences to know and understand how the introduction of more time operates, with other measures that accompanied this process in the context of compulsory education in Buenos Aires high school.
The study of experiences of extension of the school day is a significant contribution to the field of educational policy in relation to the organization of institutional work, the working conditions of teachers and the meaning attributed to secondary education. This article addresses the analysis of the national and provincial regulations related to the extension of school time and the political decisions adopted in the implementation of the JE, as well as the characteristics assumed by the institutional work in these schools, accounting for the various experiences, evaluations and tensions around the uses of school time. |
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