Teaching economics in secondary schools in the City of Buenos Aires
The paper seeks to provide evidence regarding the "how" economics is taught in secondary school, for this purpose the teaching economics in secondary schools in the City of Buenos Aires are described in the institutional, aulic context and for a certain group of students. The development o...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/10589 |
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| Sumario: | The paper seeks to provide evidence regarding the "how" economics is taught in secondary school, for this purpose the teaching economics in secondary schools in the City of Buenos Aires are described in the institutional, aulic context and for a certain group of students.
The development of the research coincided with the emergence of the COVID-19 pandemic, given the government's decision to continue with the teaching of classes without face-to-face.
With the information collected through a self-administered survey and semi-structured interviews, it is possible to recognize three types of non-face-to-face classes where spaces, times, frequencies and means of communication are combined. These significantly influence the teaching economics in the secondary school of the City of Buenos Aires that the work describes.
A first group is characterized by emulating face-to-face attendance by recreating a virtual classroom on virtual meeting platforms. A second group is characterized by differentiating teaching, because that the virtual classroom fails due to low student participation and differentiated proposals are established. A third group is defined by asynchronous practices, which results in a diffuse class space with reduced and limited interactions between teachers and students. |
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