1. La autonomía forzada: paradojas en la implementación del Tercer Ciclo de la Educación General Básica en el Conurbano bonaerense y Gran La Plata.
- Author
-
Freytes Frey, Ada Cora
- Subjects
- *
EDUCATIONAL change , *EDUCATION policy , *DECISION making , *SCHOOL autonomy - Abstract
One of the axes of Argentina's educational reform in the 90' was the transformation of the system management, incorporating new organizational principles. One of such principles was the emphasis on school autonomy, evidenced in the importance that educational policies give to the Educational Institutional Project (PEI). This project is presented as a new opportunity for decision making in the schools, which facilitates the involvement and the active intervention of teachers and principals in order to adapt the curriculum and the pedagogic strategies to the local context. The paper contrasts this approach with the processes lived in the schools, in the case of the General Basic Educational 3rd Ciclo implementation, in Great Buenos Aires and Great La Plata. The political discourse about autonomy is contradicted by the provincial policies, which are experienced by the institutional actors as strongly authoritarian and technocratic, impelling changes against the will of teachers and principals, without strategies of negotiation and agreement. The article also examines the processes of PEI formulation, exploring differences among schools, in order to come to conclusions about the institutional conditions that are required to achieve an effective enlargement of school autonomy. [ABSTRACT FROM AUTHOR]
- Published
- 2005