Abstract

UANINI, Mónica del Valle  and  MARTINO, Andrea Graciela. 1st and 2nd grade pedagogical unit institutionalization in the province of Córdoba. Previous conditions And future challenges. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2016, n.50, pp.91-109. ISSN 1668-8104.

The focus on schooling trajectories is a currently dominant perspective in the pedagogical field, not only as a key for the interpretation of inclusion and educational inequality, but also in the generation of interventions at different scales in regard to formal education processes.           One of the most recent measures inspired by this perspective is the transformation of the first and second grade of primary school in a pedagogical unit, under the framework of the Federal Council of Education Resolution 174/12. Thus, this action intervenes substantively on the annual promotion system, eliminating grade repetition as a legitimate pedagogical response to learning problems that could appear during the first grade.           Like any other policy that claims to transform school practices, the one analyzed in this research enters into a scenario of preexisting meanings that operates sieving what it is prescribed, redirecting and redefining the normative formulation in unexpected ways. Therefore, in this paper we seek to make visible some conditions involved in the institutionalization of the pedagogical unit, analyzing statistical information, inquiries to directors and teachers of primary level and journalistic information. In particular, we would like to highlight some of the competing meanings over this measure, and analyze its likely impacts on the education of socially disadvantaged children

Keywords : Primary schools; Educational inclusion; Schooling trajectories; Promotion system; Pedagogical unit.