Didactic decisions in times of educational inclusion: results of a case study
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: | , |
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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/8593 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=8593_oai |
| Aporte de: |
| Sumario: | 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”. |
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