Publication: Programas de reenganche
educativo y condiciones
organizativas para su
implementación: la importancia
de la coordinación curricular
Authors
González González, María Teresa ; Cutanda López, María Trinidad
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/educatio.410721
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info:eu-repo/semantics/article
Description
Abstract
Esta aportación deriva de un proyecto de
investigación2 en el que se analizan programas
de reenganche para jóvenes en
situación de vulnerabilidad con resultados
positivos (aumento del enganche con
los aprendizajes y reinserción educativa
o socio-laboral). Se centra en aspectos
organizativos, en particular, en la coordinación
entre el profesorado en dos de los
casos analizados en la Región de Murcia
(España): Aulas Ocupacionales y Formación
Profesional Básica. El texto ofrece
algunos resultados sobre las distintas vías de coordinación en el seno de tales programas
para su desarrollo en la práctica.
Marco Teórico: Se articula sobre dos pilares:
1) procesos de mejora escolar y condiciones
organizativas para posibilitarla, 2)
influencia del funcionamiento educativo y
organizativo del centro escolar en dinámicas
de desenganche. Metodología: Diseño
de “caso múltiple de múltiples unidades”.
Se diseñaron diversos instrumentos de recogida
de información. Se comenta únicamente
aquella derivada de entrevistas
semiestructuradas a profesionales implicados
en los citados programas, analizada
cualitativamente. Resultados: Los mecanismos
y dinámicas de coordinación, en
cuanto que condición organizativa, destacan
como pilares fundamentales de estos
programas, complejos en el discurrir de
los mismos y también con algunas limitaciones.
Conclusiones: La coherencia y
relevancia curricular constituyen uno de
los puntos flacos de la coordinación, agudizada
por la departamentalización de los
Institutos de Educación Secundaria. Su
complejidad requiere ámbitos de coordinación
más funcionales.
This contribution derives from an investigation project where re-engagement programs for young students in situation of vulnerability with positive results (an increase in the engagement of their learning and educational and social-occupational reintegration) are analyzed. It explores organizational aspects, in particular coordination among teachers, in two educational contexts in the Region of Murcia (Spain): Training Centers and Basic Vocational Training Schools. The study reports on the practical development of the coordination processes found within the above-mentioned two contexts. Theoretical Framework: It articulates on two pillars: 1) processes for school improvement and organizational conditions to enable them, 2) influence of specific educational and organizational systems on disengagement dynamics. Methodology: «Multiplecases of multiple-units» design. Although different instruments for the collection of information were designed, the study reports solely on the semi-structured interviews conducted with the professionals involved. Results: The mechanisms and dynamics of coordination, looked at from an organizational perspective, stand out as complex but fundamental pillars of these programs, whether they present some limitations related to curricular aspects. Conclusions: Coherence and curricular relevance reveal themselves as one of the weakest points of coordination. This is aggravated by the division into departments typical of Secondary High Schools. Their complexity requires more functional coordination scopes.
This contribution derives from an investigation project where re-engagement programs for young students in situation of vulnerability with positive results (an increase in the engagement of their learning and educational and social-occupational reintegration) are analyzed. It explores organizational aspects, in particular coordination among teachers, in two educational contexts in the Region of Murcia (Spain): Training Centers and Basic Vocational Training Schools. The study reports on the practical development of the coordination processes found within the above-mentioned two contexts. Theoretical Framework: It articulates on two pillars: 1) processes for school improvement and organizational conditions to enable them, 2) influence of specific educational and organizational systems on disengagement dynamics. Methodology: «Multiplecases of multiple-units» design. Although different instruments for the collection of information were designed, the study reports solely on the semi-structured interviews conducted with the professionals involved. Results: The mechanisms and dynamics of coordination, looked at from an organizational perspective, stand out as complex but fundamental pillars of these programs, whether they present some limitations related to curricular aspects. Conclusions: Coherence and curricular relevance reveal themselves as one of the weakest points of coordination. This is aggravated by the division into departments typical of Secondary High Schools. Their complexity requires more functional coordination scopes.
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