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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| Autores principales: | , |
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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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| Sumario: | 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. |
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