The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco

In this article we try to address the ways of "teaching" in a school in the interior of the province of Chaco that, over time, became a multifaceted space, having to launch new dynamics, understandings and practices, in a context in which their school population began to mutate very rapidl...

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Autores principales: Acuña Zenoff, María; Facultad de Humanidades - UNNE. Av. Las Heras 727, Grinberg, Silvia; Facultad de Humanidades - UNNE. Av. Las Heras 727
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2018
Materias:
Books
Early Education
Reading scenes
Escuela secundaria
Hacer docencia
Reconfiguración escolar
Escuela alternativa.
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/4241
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
id I48-R154-article-4241
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institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic Books
Early Education
Reading scenes
Escuela secundaria
Hacer docencia
Reconfiguración escolar
Escuela alternativa.
spellingShingle Books
Early Education
Reading scenes
Escuela secundaria
Hacer docencia
Reconfiguración escolar
Escuela alternativa.
Acuña Zenoff, María; Facultad de Humanidades - UNNE. Av. Las Heras 727
Grinberg, Silvia; Facultad de Humanidades - UNNE. Av. Las Heras 727
The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
topic_facet Books
Early Education
Reading scenes
Escuela secundaria
Hacer docencia
Reconfiguración escolar
Escuela alternativa.
author Acuña Zenoff, María; Facultad de Humanidades - UNNE. Av. Las Heras 727
Grinberg, Silvia; Facultad de Humanidades - UNNE. Av. Las Heras 727
author_facet Acuña Zenoff, María; Facultad de Humanidades - UNNE. Av. Las Heras 727
Grinberg, Silvia; Facultad de Humanidades - UNNE. Av. Las Heras 727
author_sort Acuña Zenoff, María; Facultad de Humanidades - UNNE. Av. Las Heras 727
title The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
title_short The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
title_full The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
title_fullStr The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
title_full_unstemmed The multifaceted school: do teaching in partnership with the community. A study in a school in the heartland of the Province of Chaco
title_sort multifaceted school: do teaching in partnership with the community. a study in a school in the heartland of the province of chaco
description In this article we try to address the ways of "teaching" in a school in the interior of the province of Chaco that, over time, became a multifaceted space, having to launch new dynamics, understandings and practices, in a context in which their school population began to mutate very rapidly. It was the only secondary school that, in a very short period (2001-2016), as the town grew, began to receive migrant students from rural areas. This resulted from new logics in the use of land that, in a constant way, expelled the rural working population from the countryside. We hypothesize that, as part of these reconfigurations, the school became a multifaceted space in the face of the need to build alternatives that would sustain a new enrollment of young people that entered the school, this involved in a key way the partnership with the community to attend to the daily urgencies. We ask ourselves, therefore, about the search for alternatives, strategies and for the set of transformations of the school ground, as narrated by the actors and in the description of the processes of reconfiguration of school life, focusing the view on the dynamics that He assumed doing daily. We understand that, in times of crisis and reconfiguration, the school and its teachers enable multiple spaces from the possibility and daily urgencies and the "doing teaching" is inevitably crossed by historical conditions in which subjects must be reconfigured, to the pair of the vertiginousness of the scenarios in which they are mobilized.
publisher Facultad de Humanidades, Instituto de Investigaciones en Educación
publishDate 2018
url https://revistas.unne.edu.ar/index.php/riie/article/view/4241
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