Escuela Secundaria Obligatoria. Los docentes frente al desafío de construir nuevas formas de disciplinamiento.
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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La recientemente sancionada Ley de Educación Nacional interpela los sentidos
del proyecto fundacional del nivel secundario, ligados a la educación de un grupo
selecto, al establecer la contención de todos/as y quitar a las escuelas la facultad de
elegir quiénes permanecen. Este artículo pretende analizar algunos de los desafíos
-en clave de disciplinamiento- que suscita en las prácticas docentes la instauración
de la obligatoriedad hasta el último año de la escuela secundaria, al impedir que los
problemas que se presentan en la cotidianeidad se resuelvan por la vía de la sanción
que lleva a la expulsión. Atendiendo al hecho de que la escuela no es un puerto de
llegada de innovaciones sino un lugar de constante negociación entre lo impuesto
y lo practicado, se insiste en la urgencia de revisar la concepción de los límites que
sustentan los profesores, vinculada a la obediencia y la imposición. Se trata de una
propuesta para reflexionar desde nuestro lugar de adulto-docente en torno a algunos
debates tendientes a construir otras formas de disciplinamiento que se adapten a los
nuevos escenarios, den respuesta a las demandas de alumnos reales e inciten a la
participación como modelo de organizar y regular la vida cotidiana.
The recently sanctioned National Education Law questions the purposes of the initial foundation of the High School academic system, based upon the education of a select group, establishing that all students have to continue and removing the schools’ ability to choose which students remain enrolled. This article attempts to analyze some of the disciplinary challenges that evoke the establishment of obligation in educational practices through the last year of High School to prevent the day-to-day problems which presents themselves from being resolved through disciplinary actions that result in expulsion. Paying attention to the fact that high schools are not entry ports for new ideas rather places of constant negotiation between what is imposed and what is practiced, is insisted urgency upon to revise the understanding and definition of the boundaries which support the teachers, connected to obedience and imposition. This paper deals with a proposal to reflect, from our place of adult/teacher, on some debates aimed at constructing other forms of discipline that adapt to modern settings, giving an answer to real students’ demands and inciting participation as a model to organize and regulate everyday life.
The recently sanctioned National Education Law questions the purposes of the initial foundation of the High School academic system, based upon the education of a select group, establishing that all students have to continue and removing the schools’ ability to choose which students remain enrolled. This article attempts to analyze some of the disciplinary challenges that evoke the establishment of obligation in educational practices through the last year of High School to prevent the day-to-day problems which presents themselves from being resolved through disciplinary actions that result in expulsion. Paying attention to the fact that high schools are not entry ports for new ideas rather places of constant negotiation between what is imposed and what is practiced, is insisted urgency upon to revise the understanding and definition of the boundaries which support the teachers, connected to obedience and imposition. This paper deals with a proposal to reflect, from our place of adult/teacher, on some debates aimed at constructing other forms of discipline that adapt to modern settings, giving an answer to real students’ demands and inciting participation as a model to organize and regulate everyday life.
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