Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices
Within a context affected by a pandemic process, we sought to analyze management innovations linked to pedagogical continuity in primary and secondary rural schools in the province of Santa Fe during 2020-2022. This research aims to identify the emerging educational norms during the pandemic period,...
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| Formato: | Artículo revista |
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Facultad de Humanidades, Instituto de Investigaciones en Educación
2024
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/riie/article/view/8016 |
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I48-R154-article-80162024-12-27T22:52:25Z Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices Escuelas rurales santafesinas en tiempo de pandemia: innovación en las prácticas institucionales Hernán, Andrea Elisabet Villalba, Andrea Beatriz Monzón, Cintia Belén Education management educational policy rural education innovation gestión educacional política educacional educación rural innovación Within a context affected by a pandemic process, we sought to analyze management innovations linked to pedagogical continuity in primary and secondary rural schools in the province of Santa Fe during 2020-2022. This research aims to identify the emerging educational norms during the pandemic period, to examine the school actors’ relationship with those norms, to explore the interventions that were perceived as innovative and favored pedagogical continuity, and to study the conditions that favored those interventions’ emergence and maintenance. The qualitative methodology involved a documentary analysis of the regulations produced during that period as well as semi-structured interviews to eleven school principals. This methodology served to approach the problem and select two cases for further study: one from a primary and another from a secondary school. The results showed that the educational regulations and policies prevailed in all the educational system, independently of the rural context’s particularities. School principals’ and teachers’ particular knowledge of the schools facilitated the norm selective adjustment through discretionary processes with context adaptation and some autonomy deployment. The innovations conceived by the school principals and teachers in both selected schools were specially connected to the organization pedagogical-didactic dimension and the use of technological tools. En el contexto educativo signado por un proceso de pandemia, propusimos indagar ¿cuáles fueron las innovaciones en la gestión escolar de escuelas primarias y secundarias rurales de la provincia de Santa Fe durante los años 2020-2022, vinculadas a la continuidad pedagógica? Los objetivos guía de la investigación fueron: identificar las normativas educativas emergentes en este contexto y la relación de los actores con ellas; relevar las intervenciones que favorecieron la continuidad pedagógica percibidas como innovadoras por los actores escolares y las condiciones que posibilitaron su surgimiento y sostenimiento. La metodología cualitativa implicó la realización de análisis documental de la normativa generada en este periodo y entrevistas semiestructuradas a once directivos de escuelas. Esto sirvió como estrategia de aproximación a la problemática y en función a ello poder seleccionar dos casos para profundizar el estudio: uno de una escuela primaria y otro de una escuela secundaria. Los resultados mostraron que la producción normativa y las políticas educativas fueron generales para todo el sistema educativo, sin especificaciones sobre educación en contexto rural. El conocimiento particular de los directivos y docentes sobre las escuelas facilitaron la adecuación selectiva de las normas a partir de procesos de discrecionalidad, con adaptaciones a su contexto y despliegue de relativa autonomía. Las innovaciones concebidas por los directivos y docentes de las dos escuelas seleccionadas se vincularon especialmente a la dimensión didáctica pedagógica de la organización y al uso de las herramientas tecnológicas. Facultad de Humanidades, Instituto de Investigaciones en Educación 2024-12-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unne.edu.ar/index.php/riie/article/view/8016 10.30972/riie.16228016 Revista del Instituto de Investigaciones en Educación; Vol. 15 Núm. 22 (2024) 1853-1393 spa https://revistas.unne.edu.ar/index.php/riie/article/view/8016/7517 https://creativecommons.org/licenses/by-nc/4.0 |
| institution |
Universidad Nacional del Nordeste |
| institution_str |
I-48 |
| repository_str |
R-154 |
| container_title_str |
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) |
| language |
Español |
| format |
Artículo revista |
| topic |
Education management educational policy rural education innovation gestión educacional política educacional educación rural innovación |
| spellingShingle |
Education management educational policy rural education innovation gestión educacional política educacional educación rural innovación Hernán, Andrea Elisabet Villalba, Andrea Beatriz Monzón, Cintia Belén Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| topic_facet |
Education management educational policy rural education innovation gestión educacional política educacional educación rural innovación |
| author |
Hernán, Andrea Elisabet Villalba, Andrea Beatriz Monzón, Cintia Belén |
| author_facet |
Hernán, Andrea Elisabet Villalba, Andrea Beatriz Monzón, Cintia Belén |
| author_sort |
Hernán, Andrea Elisabet |
| title |
Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| title_short |
Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| title_full |
Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| title_fullStr |
Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| title_full_unstemmed |
Santa Fe’s Rural Schools during the Pandemic: Innovation in Academic Institutional Practices |
| title_sort |
santa fe’s rural schools during the pandemic: innovation in academic institutional practices |
| description |
Within a context affected by a pandemic process, we sought to analyze management innovations linked to pedagogical continuity in primary and secondary rural schools in the province of Santa Fe during 2020-2022. This research aims to identify the emerging educational norms during the pandemic period, to examine the school actors’ relationship with those norms, to explore the interventions that were perceived as innovative and favored pedagogical continuity, and to study the conditions that favored those interventions’ emergence and maintenance.
The qualitative methodology involved a documentary analysis of the regulations produced during that period as well as semi-structured interviews to eleven school principals. This methodology served to approach the problem and select two cases for further study: one from a primary and another from a secondary school.
The results showed that the educational regulations and policies prevailed in all the educational system, independently of the rural context’s particularities. School principals’ and teachers’ particular knowledge of the schools facilitated the norm selective adjustment through discretionary processes with context adaptation and some autonomy deployment. The innovations conceived by the school principals and teachers in both selected schools were specially connected to the organization pedagogical-didactic dimension and the use of technological tools. |
| publisher |
Facultad de Humanidades, Instituto de Investigaciones en Educación |
| publishDate |
2024 |
| url |
https://revistas.unne.edu.ar/index.php/riie/article/view/8016 |
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