Approaches to school trajectories in secondary education in Buenos Aires City
In this article, we present different research approaches regarding school trajectories in the secondary school level of the Autonomous City of Buenos Aires. On the one hand, the available educational statistics allow us to approach different types of school itineraries followed by a cohort of stude...
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| Autores principales: | , , , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
| Publicado: |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2020
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8588 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8588_oai |
| Aporte de: |
| Sumario: | In this article, we present different research approaches regarding school trajectories in the secondary school level of the Autonomous City of Buenos Aires. On the one hand, the available educational statistics allow us to approach different types of school itineraries followed by a cohort of students —who in 2014 began their secondary studies at the age of 13— during a period of five years. This exercise with secondary data allows us to get a glimpse into different types of trajectories: a. those that correspond to the theoretical time frames stipulated for each level, b. repetition trajectories within common education, c. transfer to youth and adult education, as well as, d. dropping out of the city’s education system. On the other hand, the data from a survey of 5th year students of public secondary school allows us to identify different types of trajectories followed by young people and their contrasts taking into account a selection of educational and social aspects, including their perspectives regarding their own educational and working future. |
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