Seguimiento a egresados del tercer ciclo de la Educación General Básica rural

• Morejón, Sonia Rosa ^[1] ; Molina, Florencio ; Cavagnini, Sonia ^[1] ; Socino, Emma ^[2]
  1. [1] Instituto Superior Docente N° 801. Argentina
  2. [2] Supervisión Escolar Región IV (Chubut). Argentina
• Localización: Praxis Educativa, ISSN-e 2313-934X, ISSN 0328-9702, Vol. 12, Nº. 12, 2008
• Idioma: español
• Títulos paralelos:
  • Follow-up analysis of third cycle graduates from the basic rural general education
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este Proyecto de Investigación, indagó el perfil del egresado del tercer ciclo de la EGB rural y su inserción en las instituciones de Educación Polimodal urbana. La muestra fueron instituciones correspondientes a la Supervisión de la Región IV de Chubut, del ámbito rural y urbano. Las políticas públicas han determinado qué, para qué, cómo y cuando debe aprender el conjunto de niños agrupados en el ámbito rural. Se han ignorado las diferencias de capital cultural, las trayectorias de vida relacionadas con el lugar que se ocupa en la estructura social, historias vitales particulares, motivaciones, intereses. Las prácticas pedagógicas prosiguen estructuradas bajo las categorías del orden sociocultural pasado y las instituciones con matriz propia de la modernidad. Es necesario dar respuesta a las necesidades educativas de poblaciones rurales, considerando el contexto social particular de cada comunidad para promover el enriquecimiento de su capital cultural y generar espacios de aproximación a la escuela media.   

  • English

    This Research Project focused on the characteristics of students who had completed their third course of studies in rural. BGE and had continued studying in urban Polimodal Education institutions. The samples were institutions belonging to the Supervision of the IV Region in Chubut, both in rural and urban areas. Public policies have decided what, what for, how and when children from rural areas should learn. These policies have ignored cultural differences, social status, way of life, motivation and special interests. Pedagogical practice is still structured according to past socio-cultural categories and institutions have modernity features. It is necessary to give solutions to the educational needs in rural areas, taking into account the special social context of each community so as to foster and enrich their culture and generate anapproximation to BGE. BGE and had continued studying in urban Polimodal Education institutions. The samples were institutions belonging to the Supervision of the IV Region in Chubut, both in rural and urban areas. Public policies have decided what, what for, how and when children from rural areas should learn. These policies have ignored cultural differences, social status, way of life, motivation and special interests. Pedagogical practice is still structured according to past socio-cultural categories and institutions have modernity features. It is necessary to give solutions to the educational needs in rural areas, taking into account the special social context of each community so as to foster and enrich their culture and generate anapproximation to BGE.