Teaching economics in secondary schools in the City of Buenos Aires
The paper seeks to provide evidence regarding the "how" economics is taught in secondary school, for this purpose the teaching economics in secondary schools in the City of Buenos Aires are described in the institutional, aulic context and for a certain group of students. The development o...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10589 |
| Aporte de: |
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I28-R262-article-10589 |
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ojs |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-262 |
| container_title_str |
Revista del Instituto de Investigaciones en Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
didactic economics didactics classes secondary school pandemic didáctica clases escuela secundaria didáctica de la economía currículum pandemia didática didática economia Ensino Médio aulas |
| spellingShingle |
didactic economics didactics classes secondary school pandemic didáctica clases escuela secundaria didáctica de la economía currículum pandemia didática didática economia Ensino Médio aulas Lo Cascio, Jorge Teaching economics in secondary schools in the City of Buenos Aires |
| topic_facet |
didactic economics didactics classes secondary school pandemic didáctica clases escuela secundaria didáctica de la economía currículum pandemia didática didática economia Ensino Médio aulas |
| author |
Lo Cascio, Jorge |
| author_facet |
Lo Cascio, Jorge |
| author_sort |
Lo Cascio, Jorge |
| title |
Teaching economics in secondary schools in the City of Buenos Aires |
| title_short |
Teaching economics in secondary schools in the City of Buenos Aires |
| title_full |
Teaching economics in secondary schools in the City of Buenos Aires |
| title_fullStr |
Teaching economics in secondary schools in the City of Buenos Aires |
| title_full_unstemmed |
Teaching economics in secondary schools in the City of Buenos Aires |
| title_sort |
teaching economics in secondary schools in the city of buenos aires |
| description |
The paper seeks to provide evidence regarding the "how" economics is taught in secondary school, for this purpose the teaching economics in secondary schools in the City of Buenos Aires are described in the institutional, aulic context and for a certain group of students.
The development of the research coincided with the emergence of the COVID-19 pandemic, given the government's decision to continue with the teaching of classes without face-to-face.
With the information collected through a self-administered survey and semi-structured interviews, it is possible to recognize three types of non-face-to-face classes where spaces, times, frequencies and means of communication are combined. These significantly influence the teaching economics in the secondary school of the City of Buenos Aires that the work describes.
A first group is characterized by emulating face-to-face attendance by recreating a virtual classroom on virtual meeting platforms. A second group is characterized by differentiating teaching, because that the virtual classroom fails due to low student participation and differentiated proposals are established. A third group is defined by asynchronous practices, which results in a diffuse class space with reduced and limited interactions between teachers and students. |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2022 |
| url |
http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10589 |
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AT locasciojorge teachingeconomicsinsecondaryschoolsinthecityofbuenosaires AT locasciojorge laspracticasdeensenanzadeeconomiaenescuelassecundariasdelaciudaddebuenosairesduranteelaislamiento AT locasciojorge ensinodeeconomiaemescolassecundariasdacidadedebuenosaires |
| first_indexed |
2023-06-27T21:20:41Z |
| last_indexed |
2023-06-27T21:20:41Z |
| _version_ |
1769892313009487872 |
| spelling |
I28-R262-article-105892022-11-09T12:13:58Z Teaching economics in secondary schools in the City of Buenos Aires Las prácticas de enseñanza de economía en escuelas secundarias de la Ciudad de Buenos Aires durante el aislamiento Ensino de economia em escolas secundárias da cidade de Buenos Aires Lo Cascio, Jorge didactic economics didactics classes secondary school pandemic didáctica clases escuela secundaria didáctica de la economía currículum pandemia didática didática economia Ensino Médio aulas The paper seeks to provide evidence regarding the "how" economics is taught in secondary school, for this purpose the teaching economics in secondary schools in the City of Buenos Aires are described in the institutional, aulic context and for a certain group of students. The development of the research coincided with the emergence of the COVID-19 pandemic, given the government's decision to continue with the teaching of classes without face-to-face. With the information collected through a self-administered survey and semi-structured interviews, it is possible to recognize three types of non-face-to-face classes where spaces, times, frequencies and means of communication are combined. These significantly influence the teaching economics in the secondary school of the City of Buenos Aires that the work describes. A first group is characterized by emulating face-to-face attendance by recreating a virtual classroom on virtual meeting platforms. A second group is characterized by differentiating teaching, because that the virtual classroom fails due to low student participation and differentiated proposals are established. A third group is defined by asynchronous practices, which results in a diffuse class space with reduced and limited interactions between teachers and students. El trabajo busca aportar evidencias respecto a “cómo” se enseña economía en la escuela secundaria. Para ello se describen las prácticas de enseñanza de docentes de economía en escuelas secundarias de la Ciudad de Buenos Aires en el contexto institucional, de clase y para un grupo de estudiantes determinado. El desarrollo de la investigación coincidió con la emergencia sanitaria por COVID-19 y la decisión gubernamental de continuar con el dictado de clases sin presencialidad. De este modo, se procedió a reconstruir las prácticas de enseñanza durante el aislamiento mediante la utilización de una encuesta autoadministrada y entrevistas semiestructuradas. En la investigación emergió una reconfiguración de las estructuras y organizaciones de las clases sin presencialidad donde es posible reconocer tres escenarios que combinan espacios, tiempos, frecuencias y medios de comunicación. Un primer grupo se caracteriza por emular la presencialidad mediante la recreación de un aula presencial en plataformas de reuniones virtuales. Un segundo grupo se caracteriza por diferenciar la enseñanza, dado que el aula virtual fracasa por escasa participación de estudiantes y se establecen propuestas diferenciadas. Un tercer grupo se define por prácticas asincrónicas, lo cual deriva en un difuso espacio de clase con reducidas y acotadas interacciones entre docentes y estudiantes. O artigo busca fornecer evidências sobre o "como" se ensina economia no ensino médio, para tanto, o ensino de economia nas escolas secundárias da Cidade de Buenos Aires é descrito no contexto institucional, aulic e para um determinado grupo de alunos. O desenvolvimento da pesquisa coincidiu com o surgimento da pandemia COVID-19, diante da decisão do governo de continuar com o ensino das aulas sem presencial. Com as informações coletadas por meio de questionário autoaplicável e entrevistas semiestruturadas, é possível reconhecer três tipos de aulas não presenciais onde se combinam espaços, horários, frequências e meios de comunicação. Estes influenciam significativamente o ensino de economia na escola secundária da Cidade de Buenos Aires que o trabalho descreve. Um primeiro grupo é caracterizado por emular a presença face a face, recriando uma sala de aula virtual em plataformas de reuniões virtuais. Um segundo grupo é caracterizado pelo ensino diferenciado, pois a sala de aula virtual falha devido à baixa participação dos alunos e propostas diferenciadas são estabelecidas. Um terceiro grupo é definido por práticas assíncronas, o que resulta em um espaço de aula difuso com interações reduzidas e limitadas entre professores e alunos. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2022-11-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10589 10.34096/iice.n52.10589 Revista del IICE; Núm. 52 (2022) 2451-5434 0327-7763 spa http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10589/10649 Derechos de autor 2022 Revista del IICE |