Didactic decisions in times of educational inclusion: results of a case study

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This paper presents the results of a research that analyzes the didactic decisions included in the dimensions of curriculum, the academic structure, the teaching programming and the assessment of learning; to think about different institutional modalities for pedagogical work in secondary schools, i...

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Autores principales: Feeney, Silvina, Machicado, Gimena
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/8593
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8593_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
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spelling I28-R145-8593_oai2025-11-17 Feeney, Silvina Machicado, Gimena 2020-08-01 This paper presents the results of a research that analyzes the didactic decisions included in the dimensions of curriculum, the academic structure, the teaching programming and the assessment of learning; to think about different institutional modalities for pedagogical work in secondary schools, in the frame of the expansion of compulsory education and the imperative of educational inclusion. In line with these concerns, two secondary schools of the professional technical modality were selected, which express different political and pedagogical projects, Also, they are different expressions of policies for the educational inclusion. We selected two cases to study because this allowed us a deep treatment that combined different research techniques and brought us closer to the heart of the didactic decision that is stressed by the dilemma between “meritocracy” and “educational inclusion”. El trabajo presenta resultados de una investigación que analiza las decisiones didácticas comprendidas en las dimensiones del currículum, el régimen académico y la programación de la enseñanza y la evaluación de los aprendizajes; para pensar distintas modalidades institucionales de producción del trabajo pedagógico en escuelas secundarias, en el marco de la extensión de la obligatoriedad del nivel y el imperativo de la inclusión educativa. A tono con estas preocupaciones, se seleccionaron dos escuelas secundarias de la modalidad técnico profesional, que expresan diferentes proyectos político pedagógicos y representan distintas expresiones de políticas en relación con la inclusión educativa. La opción por el estudio de dos casos nos permitió un tratamiento en profundidad que combinó distintas técnicas de investigación y nos acercó al corazón de la toma de decisiones didácticas que están tensionadas por la disyuntiva entre la “meritocracia” y la “inclusión educativa”. application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8593 10.34096/iice.n46.8593 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8593/7464 Revista del IICE; Núm. 46 (2019); 133-148 2451-5434 0327-7763 Didactic decisions in times of educational inclusion: results of a case study Decisiones didácticas en épocas de inclusión educativa: resultados de un estudio de casos 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=8593_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 This paper presents the results of a research that analyzes the didactic decisions included in the dimensions of curriculum, the academic structure, the teaching programming and the assessment of learning; to think about different institutional modalities for pedagogical work in secondary schools, in the frame of the expansion of compulsory education and the imperative of educational inclusion. In line with these concerns, two secondary schools of the professional technical modality were selected, which express different political and pedagogical projects, Also, they are different expressions of policies for the educational inclusion. We selected two cases to study because this allowed us a deep treatment that combined different research techniques and brought us closer to the heart of the didactic decision that is stressed by the dilemma between “meritocracy” and “educational inclusion”.
format Artículo
publishedVersion
author Feeney, Silvina
Machicado, Gimena
spellingShingle Feeney, Silvina
Machicado, Gimena
Didactic decisions in times of educational inclusion: results of a case study
author_facet Feeney, Silvina
Machicado, Gimena
author_sort Feeney, Silvina
title Didactic decisions in times of educational inclusion: results of a case study
title_short Didactic decisions in times of educational inclusion: results of a case study
title_full Didactic decisions in times of educational inclusion: results of a case study
title_fullStr Didactic decisions in times of educational inclusion: results of a case study
title_full_unstemmed Didactic decisions in times of educational inclusion: results of a case study
title_sort didactic decisions in times of educational inclusion: results of a case study
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/8593
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8593_oai
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AT feeneysilvina decisionesdidacticasenepocasdeinclusioneducativaresultadosdeunestudiodecasos
AT machicadogimena decisionesdidacticasenepocasdeinclusioneducativaresultadosdeunestudiodecasos
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