The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis

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The objective of this article is to analyze how the teaching trajectories are configured in two technical schools of the Province of Neuquén, in particular, of those technicians and professionals who are inserted in teaching. To do this, we will develop a description of the schools analyzed and the...

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Autores principales: Fernández, Natalia Noemí, Miñana, Gisela Mónica, De Vega, Micaela
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2020
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8590
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8590_oai
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spelling I28-R145-8590_oai2025-11-17 Fernández, Natalia Noemí Miñana, Gisela Mónica De Vega, Micaela 2020-08-01 The objective of this article is to analyze how the teaching trajectories are configured in two technical schools of the Province of Neuquén, in particular, of those technicians and professionals who are inserted in teaching. To do this, we will develop a description of the schools analyzed and the first analyzes on the dimensions that affect the configuration of teaching trajectories: the mechanisms for admission to teaching; the regulations of the provincial system; the reasons for the choice of teaching; the knowledge of the teaching task and the experience that is configured in this path. The research was based on a case study from a qualitative logic in which we conducted semi–structured interviews with teachers of the basic and higher levels, as well as the management teams during 2017. We maintain that the teaching trajectories of those teachers, technicians and professional base, configure heterogeneous and diverse experiences, framed by the regulations and mechanisms of access to teaching, in which it is glimpsed the construction of new professional identities, which stress the technical–labor experience with the pedagogical training, and that affect the relations with the knowledge that the students build. El objetivo de este artículo es analizar cómo se configuran las trayectorias docentes en dos escuelas técnicas de la Provincia de Neuquén, en especial, de aquellos técnicos y profesionales que se insertan en la docencia. Para ello, desarrollaremos una descripción de las escuelas analizadas y los primeros análisis sobre las dimensiones que inciden en la configuración de las trayectorias docentes: los mecanismos de ingreso a la docencia; las regulaciones del sistema provincial; los motivos de la elección de la docencia; los saberes propios del quehacer docente y la experiencia que se configura en este recorrido. La investigación se basó en un estudio de caso desde una lógica cualitativa en el que efectuamos entrevistas semiestructuradas a docentes del ciclo básico y del superior, como así también a los equipos directivos durante el 2017. Sostenemos que las trayectorias docentes de aquellos docentes, técnicos y profesionales de base, configuran experiencias heterogéneas y diversas, enmarcadas por las regulaciones y los mecanismos de acceso a la docencia, en las que se vislumbra la construcción de nuevas identidades profesionales, que tensionan la experiencia técnica–laboral con la formación pedagógica, y que inciden en las relaciones con el saber que construyen los estudiantes. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8590 10.34096/iice.n46.8590 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8590/7461 Revista del IICE; Núm. 46 (2019); 83-98 2451-5434 0327-7763 The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis La configuración de las trayectorias docentes en las escuelas técnicas de la provincia de Neuquén: un análisis preliminar info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8590_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
description The objective of this article is to analyze how the teaching trajectories are configured in two technical schools of the Province of Neuquén, in particular, of those technicians and professionals who are inserted in teaching. To do this, we will develop a description of the schools analyzed and the first analyzes on the dimensions that affect the configuration of teaching trajectories: the mechanisms for admission to teaching; the regulations of the provincial system; the reasons for the choice of teaching; the knowledge of the teaching task and the experience that is configured in this path. The research was based on a case study from a qualitative logic in which we conducted semi–structured interviews with teachers of the basic and higher levels, as well as the management teams during 2017. We maintain that the teaching trajectories of those teachers, technicians and professional base, configure heterogeneous and diverse experiences, framed by the regulations and mechanisms of access to teaching, in which it is glimpsed the construction of new professional identities, which stress the technical–labor experience with the pedagogical training, and that affect the relations with the knowledge that the students build.
format Artículo
publishedVersion
author Fernández, Natalia Noemí
Miñana, Gisela Mónica
De Vega, Micaela
spellingShingle Fernández, Natalia Noemí
Miñana, Gisela Mónica
De Vega, Micaela
The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
author_facet Fernández, Natalia Noemí
Miñana, Gisela Mónica
De Vega, Micaela
author_sort Fernández, Natalia Noemí
title The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
title_short The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
title_full The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
title_fullStr The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
title_full_unstemmed The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis
title_sort configuration of de teaching trajectories in the technical schools of the province of neuquén: a preliminary analysis
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8590
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8590_oai
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