Reimagining School Life in Public Schools: Institutions, Individuals, and Experiences in an Era of Calls for Equality
Keywords:
education, schoolsSynopsis
This publication brings together a series of papers from the research project “Reinventing School Life in Public Schools: Institutions, Individuals, and Experiences in an Era of Demands for Equality,” a Consolidar project approved and funded by the Office of Science and Technology at the National University of Córdoba.
We set out to analyze experiences developed in public schools in different contexts and strengthened under the equality policies that marked the implementation of the National Education Law. We aim to develop some insights into the creation of democratizing institutions and the pedagogical reconfigurations achieved as a result of initiatives conceived within schools with the active participation of teachers, children, youth, parents, and a wide range of local stakeholders, through a close examination of the transformation of daily work, the central role of individuals, and the educational processes unfolding within these settings.
At the same time, this provides us with the opportunity to share with others the main findings of the fieldwork conducted and our discussions, reflections, questions, and concerns arising from the work involved in understanding the reality of educational institutions and their socio-territorial contexts.
Chapters
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Introduction
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A collective research experience in an era of calls for equality: guidelines for reading and discussion
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Collective Challenges and Achievements in Institutional Work During an Extended School Day at an Elementary School in Córdoba City
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Institutional Educational Experience in Unprecedented Times: Shared Insights from a School During the Pandemic
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Thinking About “Joint Meetings”: Institutional Dialogues Between Health and Education for Children
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Compulsory Secondary Education and “Repeating” a Grade: Perspectives and Experiences in Public Schools in Córdoba. Insights from Research
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At school: reinterpreting perspectives based on the complexities of different contexts
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