Acerca de un desencuentro: la mirada de los profesores sobre los alumnos de la escuela secundaria en Argentina

Abstract

During the past few decades, the forms and historic directions of secondary school have proved that this institution cannot effectively resolve the problems related to school failure and students’ exclusion. However, the equalitarian principle, founding promise and unfulfilled aspiration, still hangs around the social expectations related to this educational level.
Taking as a starting point the map of readings on secondary education -a map marked by fragmentary meanings and cracked certainties- in this article we will present the perspective of Argentine teachers on some of the key features that conform such diagnosis.
We will pay special attention to some key items that concentrate the strain between success and failure in school: teenagers and youngsters in secondary school, the new educational scenes and the connection with school knowledge.
These are issues that, from the faculty point of view, are complementary at the time to explain the problems that determine the success of the educative task in secondary education.
With this approach, we are interested in showing the persistence of certain founding principles in the interpretation of problems that affect this educational level.
Without blaming, but considering the situations and the means by which the teachers’ work experience is constructed, we will try to analyze the role played by their insight on the failed processes of secondary education.