Experienced educational policy: academic regime and teaching praxis at the secondary level

Abstract

This article analyzes the reception in the teaching praxis of the changes in the academic regime for secondary education in Argentina, taking the case of Santa Fe as a case study. From an ethnographic perspective, fieldwork was conducted in two schools in the city of Rosario, where we conducted unstructured interviews and participant observations. In these institutions, the implementation of interdisciplinary work and collegiate evaluation, the transformations to the promotion scheme and the strategies of personalized pedagogical accompaniment were problematized. The research carried out shows that educational policies act as regimes of truth, placing the academic format and teaching work as axes in the transformation of the secondary level, although without modifying structural aspects. In this way, policies affect the perceptions, practices and subjectivities of teachers, being at the same time affected by them in the implementation, in processes where criticism, resistance, interpretations and resignifications are observed, which give shape to the educational policy experienced.