SECONDARY SCHOOL EDUCATION MANAGEMENT: CONTRIBUTIONS FROM THE PERSPECTIVE OF DIRECTORS OF THE PROVINCE OF BUENOS AIRES BETWEEN 2010 AND 2020

Scenarios of change and mutation coexist in secondary schools in Argentina and, particularly, in the Province of Buenos Aires. These scenarios make it possible to analyze the conditions in which managerial action is developed. We are faced with a reality that enables the analysis of how secondary sc...

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Detalles Bibliográficos
Autores principales: Asprella, Gabriel, Vicente, María Eugenia
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades, Instituto de Investigaciones en Educación 2024
Materias:
education management
secondary school
directors
management models
gestión educativa
escuela secundaria
directivos
modelos de gestión
Acceso en línea:https://revistas.unne.edu.ar/index.php/riie/article/view/8044
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
Descripción
Sumario:Scenarios of change and mutation coexist in secondary schools in Argentina and, particularly, in the Province of Buenos Aires. These scenarios make it possible to analyze the conditions in which managerial action is developed. We are faced with a reality that enables the analysis of how secondary school directors, in the midst of everyday conditions, face the management of the educational system on a daily basis. In this sense, this paper aims to identify the conceptions and representations that characterize the thinking of directors of secondary schools in the Province of Buenos Aires in terms of educational management and its underlying models. The results of two completed investigations are presented. Methodologically, we worked with in-depth interviews developed with school directors in the Province of Buenos Aires between 2010 and 2020. The results focus on these analysis dimensions: the impressions of compulsory secondary school management, the interests and priorities in the daily agenda, and the recognition of conflicts in education management. The conclusions drawn aim at contributing to the understanding of the dynamics and the social structure expressed within the school space and its connotation for political and institutional planning.

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