Resumo

GRINBERG, Silvia  e  VILLAGRAN, Carla Andrea. Educational reform and its architecture: A study on schools' everyday life. Perfiles educativos [online]. 2020, vol.42, n.170, pp.96-113.  Epub 04-Fev-2021. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2020.170.59062.

This article presents the current progress of a qualitative and ethnographic research on the daily life of schools going through the implementation of educational reform policies. School spaces and its conditions define key coordinates, not only for the implementation of a structural reform in the educational system, but also for teaching and learning to properly take place. A case study was carried out, from a descriptive and qualitative approach, in two secondary schools in Caleta Olivia (Santa Cruz, Argentina), attending to the processes of fragmentation of the urban and educational territory of that city. The information was obtained through in-depth interviews and participant observation. Our hypothesis suggests that the political design of the reform reveals the absence of the corresponding architecture or, as in the cases here investigated, the need for the creation of new school spaces or divisions with the colocation or prefabrication of plasterboards.

Palavras-chave : Educational reform; Educational policy; Secondary education; Educational spaces; Everyday life.

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