Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).

Teacher’s work is one of the bastions of public employment, was identified as a privilege venue for social inclusion, and historically selected by people belonging to socio cultural groups looking for new positions in the social field. In the last decades, while argentine society experienced changes...

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Autor principal: Olmos, Alicia
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Investigación y Formación en Administración Pública (IIFAP-FCS-UNC) 2016
Materias:
teaching work
socio-educational policies
process of educative inclusion school
programmes/planning
school
management
trabajo docente
políticas socioeducativas
inclusión educativa
planificación
gestión escolar
Acceso en línea:https://revistas.unc.edu.ar/index.php/APyS/article/view/14643
Aporte de:
Administración Pública y Sociedad (APyS) de Universidad Nacional de Córdoba
id I10-R357-article-14643
record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-357
container_title_str Administración Pública y Sociedad (APyS)
language Español
format Artículo revista
topic teaching work
socio-educational policies
process of educative inclusion school
programmes/planning
school
management
trabajo docente
políticas socioeducativas
inclusión educativa
planificación
gestión escolar
spellingShingle teaching work
socio-educational policies
process of educative inclusion school
programmes/planning
school
management
trabajo docente
políticas socioeducativas
inclusión educativa
planificación
gestión escolar
Olmos, Alicia
Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
topic_facet teaching work
socio-educational policies
process of educative inclusion school
programmes/planning
school
management
trabajo docente
políticas socioeducativas
inclusión educativa
planificación
gestión escolar
author Olmos, Alicia
author_facet Olmos, Alicia
author_sort Olmos, Alicia
title Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
title_short Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
title_full Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
title_fullStr Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
title_full_unstemmed Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010).
title_sort socio-educational policies and teaching work. school management, between the accumulation of compensatory projects and the practice of educational inclusion (córdoba, argentina, 2000-2010).
description Teacher’s work is one of the bastions of public employment, was identified as a privilege venue for social inclusion, and historically selected by people belonging to socio cultural groups looking for new positions in the social field. In the last decades, while argentine society experienced changes of strong impact in its development and configuration, this employment became especially complex. One of the dimensions was the generation of multiple strategies to support the admission, permanence and graduation of students at schools where they could reach the right to education as an instrument of social inclusion. In a scenario of policies in focus to reach these results, teachers developed new ways of planning and managing the work at schools that followed new legal and ruling frameworks. This research faces some interpretations around the transformations of teacher’s work. We ask about the meaning that these scholar agents give to planning and management of programs for social and educational inclusion and we study the changes of labor relations through out the implementation of programs during the years 2000-2010. We studied six public schools at different levels: Initial, Primary Education, Secondary Education and Tertiary Education, at the province of Cordoba, Argentina. We have worked using an integrated methodology the combines qualitative and quantitative elements. With this frame of reference we made a systematic analysis and interpretation of the voices of assistants, teachers, principals, coordinators and officers from the provincial and national ministries. We have reconstructed labor practices of these public agents revealing, as a paradox, some conditions of precarious work, through the analysis of the implementation of education inclusion policies, in schools of compulsory education and superior level.
publisher Instituto de Investigación y Formación en Administración Pública (IIFAP-FCS-UNC)
publishDate 2016
url https://revistas.unc.edu.ar/index.php/APyS/article/view/14643
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first_indexed 2024-09-03T22:21:58Z
last_indexed 2024-09-03T22:21:58Z
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spelling I10-R357-article-146432019-05-17T13:25:07Z Socio-educational policies and teaching work. School management, between the accumulation of compensatory projects and the practice of educational inclusion (Córdoba, Argentina, 2000-2010). Políticas socioeducativas y trabajo docente. La gestión escolar, entre la acumulación de proyectos compensatorios y la práctica de la inclusión educativa (Córdoba, Argentina, 2000-2010) Olmos, Alicia teaching work socio-educational policies process of educative inclusion school programmes/planning school management trabajo docente políticas socioeducativas inclusión educativa planificación gestión escolar Teacher’s work is one of the bastions of public employment, was identified as a privilege venue for social inclusion, and historically selected by people belonging to socio cultural groups looking for new positions in the social field. In the last decades, while argentine society experienced changes of strong impact in its development and configuration, this employment became especially complex. One of the dimensions was the generation of multiple strategies to support the admission, permanence and graduation of students at schools where they could reach the right to education as an instrument of social inclusion. In a scenario of policies in focus to reach these results, teachers developed new ways of planning and managing the work at schools that followed new legal and ruling frameworks. This research faces some interpretations around the transformations of teacher’s work. We ask about the meaning that these scholar agents give to planning and management of programs for social and educational inclusion and we study the changes of labor relations through out the implementation of programs during the years 2000-2010. We studied six public schools at different levels: Initial, Primary Education, Secondary Education and Tertiary Education, at the province of Cordoba, Argentina. We have worked using an integrated methodology the combines qualitative and quantitative elements. With this frame of reference we made a systematic analysis and interpretation of the voices of assistants, teachers, principals, coordinators and officers from the provincial and national ministries. We have reconstructed labor practices of these public agents revealing, as a paradox, some conditions of precarious work, through the analysis of the implementation of education inclusion policies, in schools of compulsory education and superior level. El trabajo docente, uno de los baluartes del empleo público, se identificó con la vía privilegiada para la inclusión social. Esta fue elegida por quienes pertenecían a grupos socioculturales que intentaban búsquedas de nuevas posiciones en el campo social. En las últimas décadas, mientras la sociedad argentina experimentaba cambios de gran impacto en su desarrollo y en su conformación, este trabajo se vio especialmente complejizado por su implicancia en la generación de múltiples estrategias que garantizaban el ingreso, permanencia a y en las escuelas y el egreso de las mismas. La intención era que los estudiantes pudieran hacer suyo el derecho a la educación como instrumento para la inclusión social. En el marco de políticas focalizadas en alcanzar estos enunciados, los docentes desplegaron formas de planificar y gestionar la tarea escolar diferentes al ritmo propuesto por los nuevos escenarios normativos. Este escrito plantea algunas interpretaciones en torno a las transformaciones que atraviesa el trabajo docente. Nos interrogamos acerca del significado que le adjudican estos agentes escolares a algunas prácticas cotidianas, como la planificación y gestión de programas para la inclusión socioeducativa y, además, estudiamos el cambio en las relaciones laborales a partir de la implementación de dichos programas entre los años 2000 y 2010. Desarrollamos el estudio en seis escuelas públicas de Educación Inicial, Educación Primaria, Educación Secundaria y Educación Superior de la Provincia de Córdoba, Argentina. Realizamos la indagación integrando elementos de metodología cuantitativa y cualitativa. Desde este último marco de referencia, sistematizamos e interpretamos las voces de auxiliares, docentes, directivos, coordinadores y funcionarios de los ministerios provinciales y nacionales. Reconstruimos algunas prácticas laborales de estos agentes de la administración pública develando, paradójicamente, ciertas condiciones de precarización laboral a partir de la implementación de políticas de inclusión educativa en escuelas de educación obligatoria y Educación Superior. Instituto de Investigación y Formación en Administración Pública (IIFAP-FCS-UNC) 2016-06-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/APyS/article/view/14643 Administración Pública y Sociedad (APyS); Núm. 1 (2016): Enero- Junio 2016; 48-59 2524-9568 spa https://revistas.unc.edu.ar/index.php/APyS/article/view/14643/14585 Derechos de autor 2019 Alicia Olmos

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