Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education
The implementation of policies in institutions involves creative, interactive and unstable processes that are resignified in relation to the particularities of the context and the subjects. Hence, in the view that we propose here, this set of practices conforms to a kaleidoscopic vision, in the sens...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14904 |
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I28-R262-article-14904 |
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I28-R262-article-149042026-01-06T13:25:20Z Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education Las políticas educativas a través del caleidoscopio: dinámicas de acompañamiento a las trayectorias estudiantiles en la educación secundaria Almada, María Laura Villagrán , Carla Educational policy Secondary education Academic regime School trajectorie Política educativa Educación secundaria Régimen académico Trayectorias escolares The implementation of policies in institutions involves creative, interactive and unstable processes that are resignified in relation to the particularities of the context and the subjects. Hence, in the view that we propose here, this set of practices conforms to a kaleidoscopic vision, in the sense of the multiplicity of subjects, dynamics and textures that are configured in the processes of interpretation and translation. Secondary schools develop different strategies that allow students to be accompanied, taking into account the inclusive meaning of the system and the mandatory nature of the level. To do this, reinterpretations are articulated, in this case of the academic regime, with the role of the teacher - tutor, which allows a view focused on the difficulties of the students. We present here some results of a qualitative design research that recovers the perspective of the subjects of the schools and how they develop devices that are institutionally designed to sharpen the gaze, put the focus on the lives of the students and personalize proposals that not only involve the pedagogical, but are installed in a more comprehensive sense of containment and training. La puesta en acto de las políticas en las instituciones implica procesos creativos, interactivos e inestables que son resignificados con relación a las particularidades del contexto y de lxs sujetxs. De allí que, en la mirada que aquí proponemos, ese conjunto de prácticas conforme una visión caleidoscópica, en el sentido de la multiplicidad de sujetos, dinámicas y texturas que se van configurando en los procesos de interpretación y traducción. Las escuelas secundarias desarrollan diferentes estrategias que permiten acompañar a lxs estudiantes, atendiendo al sentido inclusivo del sistema y la obligatoriedad del nivel. Para ello, se articulan reinterpretaciones, en este caso del régimen académico, con el rol del docente-tutor, que permiten una mirada centrada en las dificultades de lxs estudiantes. Presentamos aquí, algunos resultados de una investigación de diseño cualitativo que recupera la perspectiva de lxs sujetxs. de las escuelas y cómo desarrollan dispositivos que se diseñan institucionalmente para agudizar la mirada, poner el foco en las vidas del estudiantado y personalizar propuestas que no solo involucran lo pedagógico, sino que se instalan en un sentido más integral de contención y formación. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14904 10.34096/iice.n58.14904 Revista del IICE; Núm. 58 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14904/15790 Derechos de autor 2025 María Laura Almada, Carla Villagrán https://creativecommons.org/licenses/by-sa/4.0 |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-262 |
| container_title_str |
Revista del Instituto de Investigaciones en Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Educational policy Secondary education Academic regime School trajectorie Política educativa Educación secundaria Régimen académico Trayectorias escolares |
| spellingShingle |
Educational policy Secondary education Academic regime School trajectorie Política educativa Educación secundaria Régimen académico Trayectorias escolares Almada, María Laura Villagrán , Carla Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| topic_facet |
Educational policy Secondary education Academic regime School trajectorie Política educativa Educación secundaria Régimen académico Trayectorias escolares |
| author |
Almada, María Laura Villagrán , Carla |
| author_facet |
Almada, María Laura Villagrán , Carla |
| author_sort |
Almada, María Laura |
| title |
Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| title_short |
Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| title_full |
Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| title_fullStr |
Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| title_full_unstemmed |
Educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| title_sort |
educational policies through the kaleidoscope: dynamics of support for student trajectories in secondary education |
| description |
The implementation of policies in institutions involves creative, interactive and unstable processes that are resignified in relation to the particularities of the context and the subjects. Hence, in the view that we propose here, this set of practices conforms to a kaleidoscopic vision, in the sense of the multiplicity of subjects, dynamics and textures that are configured in the processes of interpretation and translation.
Secondary schools develop different strategies that allow students to be accompanied, taking into account the inclusive meaning of the system and the mandatory nature of the level. To do this, reinterpretations are articulated, in this case of the academic regime, with the role of the teacher - tutor, which allows a view focused on the difficulties of the students.
We present here some results of a qualitative design research that recovers the perspective of the subjects of the schools and how they develop devices that are institutionally designed to sharpen the gaze, put the focus on the lives of the students and personalize proposals that not only involve the pedagogical, but are installed in a more comprehensive sense of containment and training. |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/iice/article/view/14904 |
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