The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)

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Reforms to the academic regime of the secondary school occupy a central place in the educational agenda. Varying the school format is assumed from the National Education Law as a central strategy to ensure inclusion in secondary school.\n In this article we focus on the New Academic Regime (NAR) pro...

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Autores principales: Bocchio, María Cecilia, Grinberg, Silvia Mariela
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2020
Materias:
academic regime
secondary schooling
assisted school trajectory
assessment
self-help
régimen académico
escolaridad secundaria
trayectoria escolar asistida
evaluación
autoayuda
Acceso en línea:http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9638
http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9638_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
id I28-R145-9638_oai
record_format dspace
spelling I28-R145-9638_oai2022-11-24 Bocchio, María Cecilia Grinberg, Silvia Mariela 2020 Reforms to the academic regime of the secondary school occupy a central place in the educational agenda. Varying the school format is assumed from the National Education Law as a central strategy to ensure inclusion in secondary school.\n In this article we focus on the New Academic Regime (NAR) promoted in “pilot mode” by the Ministry of Education of the Province of Córdoba in 2018. The study in case is developed in one of the 76 schools that in 2018 began the enactment of this policy. The secondary school is located in a City-Neighborhood of Córdoba, characterized by the socio-educational vulnerability of its enrollment. From the contributions of Social Regulation Theory, we analyze the assisted school trajectory as an inclusion mechanism that is stressed by various assessment instruments, like, standardized and external evaluation, such as the Aprender tests. We propose that such tensions involve the search by professors in order to promote learning process in called “heterogeneous classroom”, as well as to respond to the requirements that the evaluations print to the teaching work. Between both the stories of self-help appear in the school scene as ways of facing the challenge of guaranteeing inclusion by appealing to individual wills about what is wanted and what can be done by the students. Las reformas al régimen académico de la escuela secundaria ocupan un lugar central en la agenda educativa. Variar el formato escolar se asume desde la Ley de Educación Nacional como una estrategia clave para garantizar la inclusión en la escuela secundaria.\n Abordamos el Nuevo Régimen Académico lanzado de “modo piloto” por el Ministerio de Educación de la Provincia de Córdoba en 2018. El estudio de caso se desarrolla en una de las 76 escuelas que en 2018 iniciaron la puesta en acto de esta política. La secundaria se emplaza en una Ciudad-Barrio de Córdoba, signada por la vulnerabilidad socioeducativa de su matrícula. Desde los aportes de la Teoría de la Regulación Social analizamos la trayectoria escolar asistida como mecanismo de inclusión que es tensionado por diversos instrumentos de evaluación, entre ellos, la evaluación estandarizada y externa, como las pruebas Aprender. Proponemos que tales tensiones involucran tanto la búsqueda de alternativas docentes para que el aprendizaje tenga lugar en la hoy denominada “aula heterogénea”, como así también dar respuesta a los requerimientos que las evaluaciones le imprimen al trabajo docente. Entre ambas los relatos de autoayuda aparecen en la escena escolar como modos de afrontar el desafío de garantizar la inclusión apelando a las voluntades individuales sobre lo que se quiere y lo que se puede hacer por los alumnos. application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9638 10.34096/iice.n47.9638 2451-5434 0327-7763 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9638/8419 Revista del IICE; Núm. 47 (2020) academic regime secondary schooling assisted school trajectory assessment self-help régimen académico escolaridad secundaria trayectoria escolar asistida evaluación autoayuda The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina) La trayectoria escolar asistida: entre el aula heterogénea, las pruebas Aprender y un poco de autoayuda. Tensiones cotidianas del Nuevo Régimen Académico para la escolaridad secundaria (Córdoba, Argentina) info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9638_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
topic academic regime
secondary schooling
assisted school trajectory
assessment
self-help
régimen académico
escolaridad secundaria
trayectoria escolar asistida
evaluación
autoayuda
spellingShingle academic regime
secondary schooling
assisted school trajectory
assessment
self-help
régimen académico
escolaridad secundaria
trayectoria escolar asistida
evaluación
autoayuda
Bocchio, María Cecilia
Grinberg, Silvia Mariela
The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
topic_facet academic regime
secondary schooling
assisted school trajectory
assessment
self-help
régimen académico
escolaridad secundaria
trayectoria escolar asistida
evaluación
autoayuda
description Reforms to the academic regime of the secondary school occupy a central place in the educational agenda. Varying the school format is assumed from the National Education Law as a central strategy to ensure inclusion in secondary school.\n In this article we focus on the New Academic Regime (NAR) promoted in “pilot mode” by the Ministry of Education of the Province of Córdoba in 2018. The study in case is developed in one of the 76 schools that in 2018 began the enactment of this policy. The secondary school is located in a City-Neighborhood of Córdoba, characterized by the socio-educational vulnerability of its enrollment. From the contributions of Social Regulation Theory, we analyze the assisted school trajectory as an inclusion mechanism that is stressed by various assessment instruments, like, standardized and external evaluation, such as the Aprender tests. We propose that such tensions involve the search by professors in order to promote learning process in called “heterogeneous classroom”, as well as to respond to the requirements that the evaluations print to the teaching work. Between both the stories of self-help appear in the school scene as ways of facing the challenge of guaranteeing inclusion by appealing to individual wills about what is wanted and what can be done by the students.
format Artículo
publishedVersion
author Bocchio, María Cecilia
Grinberg, Silvia Mariela
author_facet Bocchio, María Cecilia
Grinberg, Silvia Mariela
author_sort Bocchio, María Cecilia
title The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
title_short The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
title_full The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
title_fullStr The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
title_full_unstemmed The Assisted School Trajectory: between the heterogeneous classroom, the Aprender tests and a bit of self-help. Daily tensions of the New Academic Regime for secondary schooling (Córdoba, Argentina)
title_sort assisted school trajectory: between the heterogeneous classroom, the aprender tests and a bit of self-help. daily tensions of the new academic regime for secondary schooling (córdoba, argentina)
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2020
url http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9638
http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9638_oai
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