The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group
In this work, representations of key teachers and actors about the type of student expected are investigated in a prestigious group of secondary schools dependent on the National University of La Plata, in the capital city of the Province of Buenos Aires, Argentina. Although merit as an educational...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2021
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/698 |
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I15-R208-article-6982025-02-24T18:33:17Z The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group El mérito de ser autónomo: en torno a la igualdad de opotunidades y al tipo de estudiante esperado en un grupo de escuelas secundarias Di Piero, Emilia Escuela secundaria Autonomía Igualdad de oportunidades Mérito Estudiantes Highschool Autonomy Equal opportunities Merit Highschool students In this work, representations of key teachers and actors about the type of student expected are investigated in a prestigious group of secondary schools dependent on the National University of La Plata, in the capital city of the Province of Buenos Aires, Argentina. Although merit as an educational selection criterion present in the entrance exams is no longer the mechanism for school admission after the return of democracy to the country in the 1980s, the meritocratic ideology persists in educational institutions today. From the analysis of the representations, analyze the type of student expected in these schools: an "autonomous" student. It is concluded that, beyond the fact that they are secondary schools that since the 1980s have had an "open" public draw as an admission policy, the notion of merit is redefined and persists through the demand for autonomy. This requirement acts as a standardizing premise. The methodological approach involved a multiple case study. Between 2012 and 2016, were made observations, in-depth interviews with thirteen "key" actors, sixty-seven semi-structured interviews with randomly selected teachers and documentary analysis. En este trabajo se indagan representaciones de docentes y actores clave en torno al tipo de estudiante esperado en un grupo prestigioso de escuelas secundarias dependientes de la Universidad Nacional de La Plata, en la ciudad capital de la Provincia de Buenos Aires, Argentina. Si bien el mérito como criterio de selección educativa presente en los exámenes de ingreso dejó de dirimir la admisión a las escuelas a partir del retorno de la democracia al país en los años ‘80, la ideología meritocrática persiste en las instituciones educativas en la actualidad. A partir del análisis de las representaciones mencionadas se analiza el tipo de estudiante esperado en estas escuelas: un estudiante “autónomo”. Se concluye que, más allá de que se trata de secundarias que desde los años ´80 cuentan con un sorteo público “abierto” como política de admisión, la noción de mérito perdura en el requisito de “autonomía” que actúa como premisa normalizadora y legitima desigualdades. El enfoque metodológico implicó un estudio de caso múltiple. Entre los años 2012 y 2016 se realizaron observaciones, entrevistas en profundidad a trece actores “clave”, sesenta y siete entrevistas semiestructuradas a docentes seleccionados aleatoriamente y análisis de documentos. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/698 10.35305/rece.v1i17.698 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/698/604 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/698/625 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Escuela secundaria Autonomía Igualdad de oportunidades Mérito Estudiantes Highschool Autonomy Equal opportunities Merit Highschool students |
| spellingShingle |
Escuela secundaria Autonomía Igualdad de oportunidades Mérito Estudiantes Highschool Autonomy Equal opportunities Merit Highschool students Di Piero, Emilia The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| topic_facet |
Escuela secundaria Autonomía Igualdad de oportunidades Mérito Estudiantes Highschool Autonomy Equal opportunities Merit Highschool students |
| author |
Di Piero, Emilia |
| author_facet |
Di Piero, Emilia |
| author_sort |
Di Piero, Emilia |
| title |
The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| title_short |
The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| title_full |
The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| title_fullStr |
The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| title_full_unstemmed |
The merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| title_sort |
merit of being self-employed: around equal opotunities and the kind of student expected in a high school group |
| description |
In this work, representations of key teachers and actors about the type of student expected are investigated in a prestigious group of secondary schools dependent on the National University of La Plata, in the capital city of the Province of Buenos Aires, Argentina. Although merit as an educational selection criterion present in the entrance exams is no longer the mechanism for school admission after the return of democracy to the country in the 1980s, the meritocratic ideology persists in educational institutions today. From the analysis of the representations, analyze the type of student expected in these schools: an "autonomous" student. It is concluded that, beyond the fact that they are secondary schools that since the 1980s have had an "open" public draw as an admission policy, the notion of merit is redefined and persists through the demand for autonomy. This requirement acts as a standardizing premise.
The methodological approach involved a multiple case study. Between 2012 and 2016, were made observations, in-depth interviews with thirteen "key" actors, sixty-seven semi-structured interviews with randomly selected teachers and documentary analysis. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2021 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/698 |
| work_keys_str_mv |
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| first_indexed |
2023-05-11T18:48:25Z |
| last_indexed |
2025-02-27T05:06:34Z |
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