Regular y acompañar en la educación secundaria: un análisis en el mediano plazo pospandemia
In the last decade, educational policies have made progress in curricular modifications, evaluation, promotion and assistance as a way of accompanying student trajectories. Undoubtedly, the pandemic has required a redoubling of efforts in this sense, leaving pedagogical and organizational traces and...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2025
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14809 |
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| Sumario: | In the last decade, educational policies have made progress in curricular modifications, evaluation, promotion and assistance as a way of accompanying student trajectories. Undoubtedly, the pandemic has required a redoubling of efforts in this sense, leaving pedagogical and organizational traces and effects in the institutions. After two years of return to face–to–face attendance, in the year two thousand and twenty–three, and putting an end to the automatic promotion plan, the Plan for the accompaniment of students' trajectories in Secondary Education was implemented in the Province of Santa Cruz. This plan tries to revert some of the effects of the assisted promotion which, according to official data (2024), is expressed in 75 % of the students who owe more than three subjects and 30 % of the graduates accumulating spaces pending approval without limits. The discussion is based on temporal continuity, identifying three moments in the regulation and monitoring of student trajectories: home schooling (in the 2020 and 2021 cycles), full attendance and traces of the pandemic (2022) and the end of automatic promotion as a way of counteracting the effects of the pandemic (2023 and 2024). |
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