Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams
This work presents a preliminary inquiry to management teams of high-level adult education centers in the province of Buenos Aires, to provide feedback on the writing of the new curricular proposal for this level of the modality. Since 2021, data was collected from a consultation device that include...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Católica de Córdoba. Facultad de Educación
2025
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| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6096 |
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I38-R392-article-60962025-10-31T13:11:15Z Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams Cambios curriculares en el nivel secundario de la EDJA bonaerense: Anticipos sobre su desarrollo desde la mirada de los equipos directivos Villa, Alicia Inés García, Daniel Alejandro adult education young adult curriculum education policy educación de adultos joven adulto programa de estudios política de educación This work presents a preliminary inquiry to management teams of high-level adult education centers in the province of Buenos Aires, to provide feedback on the writing of the new curricular proposal for this level of the modality. Since 2021, data was collected from a consultation device that included 400 management teams. These inputs were obtained from exploratory dialogues in territorial technical assistance with supervisors, principals, and teachers and, later, after administering a survey, those results were reviewed in regional meetings. The work allows us to observe the perceptions of the management teams about the curricular change, the working conditions of the teaching staff, their pedagogical concerns, the new attendance conditions, and the experiences to be recovered from years prior to its implementation, among other aspects. The conclusion highlights the importance of participatory processes in curricular implementation. Este trabajo presenta una indagación preliminar a equipos directivos de centros de educación secundaria de personas adultas de la provincia de Buenos Aires, para retroalimentar la escritura de la nueva propuesta curricular para ese nivel de la modalidad. Desde 2021, se recogieron datos a partir de un dispositivo de consulta que abarcó a 400 equipos de gestión directiva. Estos insumos se obtuvieron a partir de diálogos exploratorios en asistencias técnicas territoriales con supervisores, directivos y docentes y, luego, con la administración de una encuesta, cuyos resultados fueron revisados en reuniones regionales. El trabajo nos permite observar las percepciones de los equipos directivos sobre el cambio curricular, las condiciones de trabajo de quienes ejercen la docencia, sus preocupaciones pedagógicas, las nuevas condiciones de cursada y las experiencias a rescatar de años anteriores a la implementación, entre otros aspectos. En la conclusión, se resalta la importancia de los procesos participativos en la implementación curricular. Universidad Católica de Córdoba. Facultad de Educación 2025-10-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6096 10.22529/dp.2025.23(46)10 Diálogos Pedagógicos; Vol. 23 Núm. 46 (2025): octubre 2025 - marzo 2026; 163-181 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6096/8842 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6096/8843 Derechos de autor 2025 Alicia Inés Villa, Daniel Alejandro García https://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Católica de Córdoba |
| institution_str |
I-38 |
| repository_str |
R-392 |
| container_title_str |
Diálogos pedagógicos |
| language |
Español |
| format |
Artículo revista |
| topic |
adult education young adult curriculum education policy educación de adultos joven adulto programa de estudios política de educación |
| spellingShingle |
adult education young adult curriculum education policy educación de adultos joven adulto programa de estudios política de educación Villa, Alicia Inés García, Daniel Alejandro Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| topic_facet |
adult education young adult curriculum education policy educación de adultos joven adulto programa de estudios política de educación |
| author |
Villa, Alicia Inés García, Daniel Alejandro |
| author_facet |
Villa, Alicia Inés García, Daniel Alejandro |
| author_sort |
Villa, Alicia Inés |
| title |
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| title_short |
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| title_full |
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| title_fullStr |
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| title_full_unstemmed |
Curricular changes at the high-school level of the EDJA from Buenos Aires: Advances in their development from the perspective of the management teams |
| title_sort |
curricular changes at the high-school level of the edja from buenos aires: advances in their development from the perspective of the management teams |
| description |
This work presents a preliminary inquiry to management teams of high-level adult education centers in the province of Buenos Aires, to provide feedback on the writing of the new curricular proposal for this level of the modality. Since 2021, data was collected from a consultation device that included 400 management teams. These inputs were obtained from exploratory dialogues in territorial technical assistance with supervisors, principals, and teachers and, later, after administering a survey, those results were reviewed in regional meetings. The work allows us to observe the perceptions of the management teams about the curricular change, the working conditions of the teaching staff, their pedagogical concerns, the new attendance conditions, and the experiences to be recovered from years prior to its implementation, among other aspects. The conclusion highlights the importance of participatory processes in curricular implementation. |
| publisher |
Universidad Católica de Córdoba. Facultad de Educación |
| publishDate |
2025 |
| url |
https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6096 |
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