Reform policies for the academic regime of compulsory secondary education and new forms of regulation for school trajectories: a study in technical education schools in Córdoba, Argentina
DOI:
https://doi.org/10.5212/PraxEduc.v.19.24297.112Abstract
This article examines, from a socio-political approach, the enactment of the New Academic Regime (NAR) in technical education schools in Córdoba, Argentina. This policy is presented as a strategy aimed at ensuring compulsory secondary education (CSE). The analysis focuses on the Assisted School Trajectory (AST), understood as a regulatory tool that faces tensions between the objectives of educational inclusion for students at risk of dropout and the historical pedagogical and organizational limitations of secondary education. The methodology is qualitative and includes documentary surveys, online questionnaires, field work in technical schools and in-depth interviews with school inspectors. The results suggest that, although the NAR and the AST aim to promote inclusion, the increasing administrative and organizational demands placed on teachers hinder the effective achievement of the pedagogical objectives set by the policy.
Keywords: Educational policies. High school. Academic regime.
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