Educación secundaria en instituciones dependientes de universidades públicas: miradas docentes que consolidan su prestigio en Brasil y Argentina

Abstract

En el presente artículo nos proponemos presentar los resultados de dos investigaciones doctorales. Nos centraremos en analizar las miradas de los docentes de escuelas dependientes de universidades públicas sobre el prestigio de dichas instituciones en Brasil y en Argentina. En ese sentido, nos proponemos estudiar los modos en que estos docentes construyen y consolidan a estas escuelas como aquellas que ocupan un lugar de elite en comparación con otras instituciones educativas. En primer término, presentamos un punteo por la historia del nivel secundario en ambos países. A continuación invitamos a un recorrido por las cuatro escuelas abordadas, puntualizando algunas de sus características principales: sus orígenes, sus rasgos específicos y aquellos en las que son convergentes. En tercer término, nos adentraremos en el análisis del lugar de prestigio que estas escuelas ocupan en el imaginario educativo de sus docentes. En ese sentido, las miradas de los docentes delimitan un espacio constituido por un “nosotros” que se distancia de un “otros” al que se supone inferior. Con respecto a la metodología utilizada, triangulamos técnicas de investigación como las entrevistas en profundidad y las encuestas a los docentes y actores clave de las cuatro instituciones educativas. El trabajo de campo fue realizado entre los años 2012 y 2016.

In this article we present the results of two doctoral researches, examining the views of teachers of schools in Brazil and Argentina dependent on public universities about the prestige of their institutions. In this sense, we intend to study the ways in which these teachers build and consolidate these schools as those that occupy an elite place in comparison with other educational institutions. In the first place, we present a history of the secondary school system in both countries. Next, we examine the four schools chosen, highlighting some of their main characteristics: their origins, their specific features and those ones in which they are convergent. Henceforth, we present the analysis of the privileged status that these schools occupy in the educational imaginary of their teachers. In this sense, in the eyes of these teachers, a space, constituted by an "us" that are separated from an "other" - which is supposed to be worse -, is delimited. With respect to the methodology used in this article, we triangulated research techniques such as in-depth interviews and surveys of teachers and key players of the four educational institutions. Fieldwork was carried out between 2012 and 2016.

In this article we present the results of two doctoral researches, examining the views of teachers of schools in Brazil and Argentina dependent on public universities about the prestige of their institutions. In this sense, we intend to study the ways in which these teachers build and consolidate these schools as those that occupy an elite place in comparison with other educational institutions. In the first place, we present a history of the secondary school system in both countries. Next, we examine the four schools chosen, highlighting some of their main characteristics: their origins, their specific features and those ones in which they are convergent. Henceforth, we present the analysis of the privileged status that these schools occupy in the educational imaginary of their teachers. In this sense, in the eyes of these teachers, a space, constituted by an "us" that are separated from an "other" - which is supposed to be worse -, is delimited. With respect to the methodology used in this article, we triangulated research techniques such as in-depth interviews and surveys of teachers and key players of the four educational institutions. Fieldwork was carried out between 2012 and 2016.