Variaciones del Régimen Académico en Escuelas Medias con Población Vulnerable. Un Estudio de Casos en el Área Metropolitana de Buenos Aires

Abstract

Este trabajo toma como objeto de análisis el régimen académico de la escuela secundaria, proponiéndose describir y analizar las modalidades y formas que toma en escuelas que trabajan con población en situación de vulnerabilidad. En la tradición de investigación sobre la escuela secundaria, la consideración del régimen académico como asunto que afecta la experiencia escolar de los estudiantes es poco frecuente, pese a que los regímenes plantean condicionamientos difíciles de modificar que pueden operar obstaculizando, cuando no obturando, la trayectoria escolar de los alumnos. La investigación “Escuela media y sectores vulnerables. Régimen académico y sentido de la experiencia escolar” (PICT 33531 UNQ- UNGS, Argentina) se ha concentrado en el análisis de dos iniciativas recientemente implementadas en el Área Metropolitana Buenos Aires, diseñadas como oferta específica para los adolescentes y jóvenes, y que atienden aspectos del régimen académico: las Escuelas de Reingreso en la Ciudad Autónoma de Buenos Aires y las Escuelas Secundarias Básicas en la provincia de Buenos Aires. En ambos casos, están trabajando sobre dificultades anteriores encontradas en la atención de la población escolar vulnerable.En el artículo se avanza en la conceptualización de régimen académico, se presentan las experiencias estudiadas y se analiza la diversidad de formas de apropiación que pueden producirse a partir de las modificaciones propuestas en cada una de ellas, tanto en el régimen académico en sentido estricto, como en las formas más amplias de organización del trabajo escolar. Como cierre, se destacan las características diferenciales que poseen los dos tipos de innovación analizados y las tensiones que resuelven o instalan, tanto para el análisis de las experiencias institucionales como para las lógicas de las políticas educativas que las animaron. Descriptores: Escuela secundaria, régimen académico, población vulnerable Variations of the Academic Regimen in Middle Schools with a Vulnerable Population. A Case Study in Buenos Aires Metropolitan AreaThis work analyses the academic regime of secondary school, by describing and analyzing its modalities in schools working with students in a vulnerable condition. In the tradition of research on secondary school, the academic regime is rarely considered as a matter that affects students´ school experience, although it states conditions that are hard to be modified and may obstruct students´ school trajectories.The research project “Secondary school and vulnerable population. Academic regime and sense of school experience” (PICT 33531 UNQ- UNGS, Argentina) has focused in the analysis of two initiatives recently implemented in Buenos Aires Metropolitan Area. The initiatives were specifically designed for teenagers and youth, and they consider changes in the academic regime: Re-ingress Schools in Buenos Aires City and Secondary Basic Schools in Buenos Aires Province. In both cases, these schools are working on former difficulties founded when trying to include vulnerable population. This article advances in conceptualizing academic regime, and presents both the initiatives and the various ways of appropriation that could be produced by the proposed changes, both in the academic regime strictly, and in wider ways of organization of school work. Over the closure, we remark the differential characteristics of the two innovations and we raise tensions solved or installed, both for analyzing institutional experiences and for educational policies.Keywords: Secondary school, academic regime, vulnerable population

Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires

“…Previous studies depict head teachers, teachers' and students' positive views about the RS' academic and social organisation (Baquero et al 2009;Krichesky et al 2007;Tiramonti et al 2007). Research shows that, unlike in their previous schools, RS students feel recognised and valued by adults at their schools (Maddonni 2014;Tiramonti et al 2007).…”

“…Research shows that, unlike in their previous schools, RS students feel recognised and valued by adults at their schools (Maddonni 2014;Tiramonti et al 2007). Analyses demonstrate that RS have brought about substantial changes to central aspects of the 'traditional academic regime' of secondary schooling (Baquero et al 2009). According to some analysts, however, the existence of the RS reflect wider processes of socio-educational segregation which implies that different groups of schools gather particular socio-economic intakes, offer unequal schooling experiences and foster diverse teacher identities, expectations and ways of working (Tiramonti 2011a).…”

“…National, federal and local authorities, schools and school actors are immersed in symbolic and material disputes between these discourses (Montesinos, Schoo, and Sinisi 2009;Tenti Fanfani, Frederic, and Steinberg 2009). Unlike other contexts (such as the UK with the dominance of the performativity discourse), Argentinean quantitative and qualitative research evidences conflicts around the meaning and aims of compulsory secondary schooling and its pedagogic and institutional organisations (Aguerrondo 2008;Acosta 2009Acosta , 2012Baquero et al 2009;Montes and Ziegler 2012;Montesinos, Schoo, and Sinisi 2009). It shows how the introduction of recent 'inclusive' policy texts and documents (such as the National Law of Education in 2006 and the resolutions of the Consejo Federal de Educación [CFE]) has not been followed by radical transformations of educational practices at school level.…”

“…The 'selection and homogenisation' discourse (or 'traditional secondary schooling' discourse) has been dominant since the inception of formal secondary schooling at the end of the nineteenth century in Argentina until the 1990s. 19 Concepts such as 'grammar schooling' (Tyack and Tobin 1994), 'modern institutional program' (Dubet 2007), 'school format' (Southwell 2011a;Terigi 2012) and 'academic regime' (Baquero et al 2009) have been used by researchers to capture some of its persistent key traits. It has upheld standardised organisational practices of time, space and teaching; classification and allocation of students according to their age and academic performance; breakdown of knowledge into modules or subjects; and subject-based teachers' work (Montes and Ziegler 2010;Southwell 2011a).…”

“…Second, some studies argue that teachers hold traditional views with regard to educational failure and consider that individual, family and/or social circumstances are to blame for students' lack of educational engagement, repetition and drop out (Montesinos, Schoo, and Sinisi 2009). Third, other research shows transformations of institutional, educational and pedagogic practices in different types of schools, evidencing the emergence of an 'inclusion and personalisation' discourse (Acosta 2009(Acosta , 2012Baquero et al 2009;Krichesky et al 2011;Montes and Ziegler 2010;Nobile 2010). The competing 'selection and homogenization' and 'inclusion and personalisation' discourses configure the symbolic and material complex scenario from where Marta and Roberto draw upon their policy views, understandings and resources.…”