The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion

In last decades, Early Education in Córdoba has shown a significant expansion in enrollment as a result of the compulsory schooling of 5-year room (Law No. 8113/1991) and the subsequent extension to the 4-year room. (Law No. 9870/2010). However, ensuring compulsory schooling for 4 and 5-year-old chi...

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Detalles Bibliográficos
Autores principales: Cossutta, Carolina Maricel, Ilario, Carlota
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica 2023
Materias:
políticas educativas
Educación Inicial
inclusión socioeducativa
ciclo de las políticas
educational policies
Early education
socio-educational inclusion
policy cycle
Acceso en línea:https://revistas.unc.edu.ar/index.php/sintesis/article/view/44023
Aporte de:
Síntesis de Universidad Nacional de Córdoba
id I10-R356-article-44023
record_format ojs
spelling I10-R356-article-440232023-12-29T15:41:55Z The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion La materialización de las políticas educativas de Nivel Inicial en la Ciudad de Córdoba: de la expansión de la matrícula a la inclusión socioeducativa Cossutta, Carolina Maricel Ilario, Carlota políticas educativas Educación Inicial inclusión socioeducativa ciclo de las políticas educational policies Early education socio-educational inclusion policy cycle In last decades, Early Education in Córdoba has shown a significant expansion in enrollment as a result of the compulsory schooling of 5-year room (Law No. 8113/1991) and the subsequent extension to the 4-year room. (Law No. 9870/2010). However, ensuring compulsory schooling for 4 and 5-year-old children (understood as access to kindergarten) by itself is not a sufficient condition to guarantee socio-educational inclusion. There are challenges for schools that are debated among themselves: laws and its real possibilities of making it effective, with more or less help from the provincial State.In this work we inquire about the meanings that public policies of socio-educational inclusion acquire for their institutional actors and what strategies built by directors and teachers to put them into practice and thus guarantee socio-educational inclusion in kindergarten. En las últimas décadas la Educación Inicial en Córdoba demostró una importante expansión en la matrícula, producto de la definición de la obligatoriedad de la sala de 5 años (Ley N° 8113/1991) y la posterior extensión de la obligatoriedad a la sala de 4 años (Ley N° 9870/2010). Sin embargo, asegurar el acceso al jardín no es una condición suficiente para garantizar la inclusión socioeducativa, sino que existen desafíos para las escuelas que se debaten entre el texto de la Ley y sus posibilidades reales de hacerla efectiva, con mayor o menor ayuda del Estado provincial.En este trabajo se indaga sobre los sentidos que las políticas públicas de inclusión socioeducativa adquieren para sus actores institucionales y qué estrategias construyen directivos y docentes para ponerlas en práctica y garantizar la inclusión socioeducativa en el jardín. Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica 2023-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/sintesis/article/view/44023 Síntesis; Núm. 13 (2023): Revista Sintesis; 1-14 2314-291X 1851-8060 spa https://revistas.unc.edu.ar/index.php/sintesis/article/view/44023/44357 Derechos de autor 2023 Síntesis https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-356
container_title_str Síntesis
language Español
format Artículo revista
topic políticas educativas
Educación Inicial
inclusión socioeducativa
ciclo de las políticas
educational policies
Early education
socio-educational inclusion
policy cycle
spellingShingle políticas educativas
Educación Inicial
inclusión socioeducativa
ciclo de las políticas
educational policies
Early education
socio-educational inclusion
policy cycle
Cossutta, Carolina Maricel
Ilario, Carlota
The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
topic_facet políticas educativas
Educación Inicial
inclusión socioeducativa
ciclo de las políticas
educational policies
Early education
socio-educational inclusion
policy cycle
author Cossutta, Carolina Maricel
Ilario, Carlota
author_facet Cossutta, Carolina Maricel
Ilario, Carlota
author_sort Cossutta, Carolina Maricel
title The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
title_short The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
title_full The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
title_fullStr The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
title_full_unstemmed The Materialization of Early Education policies in Córdoba city: from the expansion of enrollment to socio-educational inclusion
title_sort materialization of early education policies in córdoba city: from the expansion of enrollment to socio-educational inclusion
description In last decades, Early Education in Córdoba has shown a significant expansion in enrollment as a result of the compulsory schooling of 5-year room (Law No. 8113/1991) and the subsequent extension to the 4-year room. (Law No. 9870/2010). However, ensuring compulsory schooling for 4 and 5-year-old children (understood as access to kindergarten) by itself is not a sufficient condition to guarantee socio-educational inclusion. There are challenges for schools that are debated among themselves: laws and its real possibilities of making it effective, with more or less help from the provincial State.In this work we inquire about the meanings that public policies of socio-educational inclusion acquire for their institutional actors and what strategies built by directors and teachers to put them into practice and thus guarantee socio-educational inclusion in kindergarten.
publisher Facultad de Filosofía y Humanidades. Secretaría de Investigación, Ciencia y Técnica. Secretaría Académica
publishDate 2023
url https://revistas.unc.edu.ar/index.php/sintesis/article/view/44023
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AT cossuttacarolinamaricel lamaterializaciondelaspoliticaseducativasdenivelinicialenlaciudaddecordobadelaexpansiondelamatriculaalainclusionsocioeducativa
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first_indexed 2024-09-03T22:21:32Z
last_indexed 2024-09-03T22:21:32Z
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