The international education in Argentina: what for, for whom and why: A study on international schools
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2024 |
| Tipo de documento: | Artigo |
| Idioma: | spa |
| Título da fonte: | Revista da FAEEBA (Online) |
| Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/18581 |
Resumo: | The article analyzes the internationalization of education in Argentina at the secondary level. For this, it uses qualitative research that began in 2018, in which educational agents - authorities and teachers – were interviewed. We interviewed schooling agents from schools that a) belong to the International Baccalaureate network, which through its Diploma Program accredits degrees internationally, were interviewed. and b) binational schools, that is, institutions that, in addition to being Argentine and complying with local regulations, belong to a second Nation State. The objective of the article is to investigate the reasons why schools integrate these networks. We start from the hypothesis that schools that adopt programs related to international education as we have defined it, do so to validate themselves - and revalidate themselves - within their circuits, as “good” and “demanding” schools. while separating from schools that, although they are for the same audiences in socioeconomic terms, are known as schools “for the rich people”. This distinction makes it possible to delimit moral and symbolic boundaries not outside their own spectrum. Participation in these programs - which become circuits - implies belonging to a global social space that grants competencies or skills valued by these circuits and by those who are left outside of it. |
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The international education in Argentina: what for, for whom and why: A study on international schools La educación internacional en Argentina: ¿Para qué, quiénes y por qué? Un estudio acerca de las escuelas internacionales L'a l'éducation internationale en Argentine : pour quoi, pour qui et pourquoi: une étude des écoles internationalesLa Educación Internacional en Argentina: Para quê, Quiénes y Por quêInternationalizationschoolingargentinsInternacionalizaciónescuelassecundariasargentinaInternacionalizaçãoJuventude. Transmissão geracional. Ensino Médio. Escolha profissional.argentinaPolitique d'internationalisation.ÉcoleargentinaThe article analyzes the internationalization of education in Argentina at the secondary level. For this, it uses qualitative research that began in 2018, in which educational agents - authorities and teachers – were interviewed. We interviewed schooling agents from schools that a) belong to the International Baccalaureate network, which through its Diploma Program accredits degrees internationally, were interviewed. and b) binational schools, that is, institutions that, in addition to being Argentine and complying with local regulations, belong to a second Nation State. The objective of the article is to investigate the reasons why schools integrate these networks. We start from the hypothesis that schools that adopt programs related to international education as we have defined it, do so to validate themselves - and revalidate themselves - within their circuits, as “good” and “demanding” schools. while separating from schools that, although they are for the same audiences in socioeconomic terms, are known as schools “for the rich people”. This distinction makes it possible to delimit moral and symbolic boundaries not outside their own spectrum. Participation in these programs - which become circuits - implies belonging to a global social space that grants competencies or skills valued by these circuits and by those who are left outside of it.El artículo analiza la internacionalización de la educación en Argentina en el nivel secundario.Se vale de una investigación cualitativa comenzada en el año 2018, en la que se entrevistaron agentes educativos -autoridades y docentes- de escuelas que a) pertenecen a la red del Bachillerato Internacional, que a través de su Programa Diploma acredita títulos internacionalmente y b) escuelas binacionales, es decir instituciones que además de ser argentinas y cumplir con la normativa local, pertenecen a un segundo Estado Nación. El objetivo del artículo consiste en indagar los motivos por los que las escuelas integran estas redes. Se parte de la hipótesis que las escuelas que adoptan los programas relacionados a la educación internacional tal como la hemos definido, lo hacen para validarse -y revalidarse- dentro de sus circuitos, como escuelas “buenas” y “exigentes”, al tiempo que separarse de escuelas que si bien son para los mismos públicos en términos socioeconómicos, se las conoce como escuelas “para ricos”. Esta distinción permite delimitar fronteras morales y simbólicas no ya hacia fuera de sus propios espectros, sino hacia dentro de los mismos. La participación en estos programas -que devienen en circuitos- implican la pertenencia a un espacio social global que otorga competencias o skills valoradas por esos circuitos y por quienes quedan por fuera de él.L'article analyse l'internationalisation de l'éducation en Argentine au niveau secondaire. Pour cela, j'ai utilisé une tâche qualitative lancée en 2018, dans le cadre d'un forum entre agents d'éducation – autorités et professeurs – d'écoles qui a) appartiennent au baccalauréat international, qui ont suivi leur programme de diplômes d'accréditation, diplômes internationaux et b) écoles binaires. , ou bien, les institutions qui, d'autre part, sont argentines et adoptent des réglementations locales, appartiennent à un deuxième État-nation.L'objectif de l'article est d'étudier les motivations des gens comme les écoles intègrent ces rouges. À l'inverse d'autres pays qui veulent garantir l'accès à l'humanité supérieure, en Argentine, la nature irresistible du système universitaire signifie que les raisons pour lesquelles les écoles décident de perdre ce rouge mondial doivent être récompensées. Ce sentiment est partagé par les hipotes qui, en tant qu'écoles qui adoptent des programmes liés à l'éducation internationale comme nous l'avons défini, veulent se valider - et se revalider - dans leurs circuits, comme des écoles « boas » et « exigences ». Les écoles qui, comme les hommes publics en termes socio-économiques, sont connues comme des écoles « pour les riches », ou sont des espaces qui privilégient la production et la reproduction des produits et des hiérarchies sociales (Dubet, 2011) sur les processus d'apprentissage. En même temps, dans le cadre d'un système éducatif qui veille à ce que les épreuves soient normalisées pour l'entraînement du secondaire et l'entrée à l'université, les examens que nos étudiants doivent réaliser - après le programme de diplôme de l'IB, sont les examens finaux du secondaire en soi. Les pays européens, comme le baccalauréat pour les écoles allemandes ou le BAC pour les écoles françaises, entre autres, permettent la restauration de la culture du mérite et de la culture du mérite chez les populations et les écoles. C’est particulièrement important compte tenu du fait qu’il s’agit d’écoles d’élite, qui se distinguent par des institutions qui accueillent des publics semelhantes plus avec des processus éducatifs de « basse intensité ».Cette distinction permet de délimiter les frontières morales et symboliques en dehors de votre propre spectre, mais à l'intérieur de celui-ci, alors qu'il se positionne comme une école qui, en tant que public sélevant et élitiste, tente de vaincre sa réputation et son image institutionnelle. culture associée à l’éducation de qualité et à l’excellence académique. Ces répertoires doivent, selon notre opinion, « soutenir » le matériel et/ou les symboles qui nous permettent de valider, de revalider et de réabattre cette culture institutionnelle.Par conséquent, la participation à ces programmes – qui se déroulent dans des circuits – implique une perte dans un espace social mondial qui confère des compétences ou des capacités valorisées pour ces circuits et pour ceux qui se forment à leur forum. Este artigo analisa a internacionalização da educação na Argentina no nível secundário. Para isso, utiliza uma pesquisa qualitativa iniciada em 2018, na qual foram entrevistados agentes educacionais - autoridades e professores - de escolas que a) pertencem à rede International Baccalaureate, que por meio de seu Programa de Diploma credencia diplomas internacionalmente, e b) escolas binacionais, ou seja, instituições que, além de serem argentinas e cumprirem as regulamentações locais, pertencem a um segundo Estado-nação. O objetivo deste artigo é investigar as razões pelas quais as escolas aderem a estas redes. Partimos da hipótese de que as escolas que adotam programas relacionados com a educação internacional o fazem para se validarem - e revalidarem - dentro dos seus circuitos, como escolas "boas" e "exigentes", ao mesmo tempo que se separam das escolas conhecidas como escolas "para ricos". Esta distinção permite delimitar fronteiras morais e simbólicas não fora dos seus próprios espectros. A participação nestes programas - que se transformam em circuitos - implica a pertença a um espaço social global que confere competências ou aptidões valorizadas por estes circuitos e por aqueles que ficam de fora.UNEB2024-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado por paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1858110.21879/faeeba2358-0194.2024.v33.n73.p204-223Revista da FAEEBA - Educação e Contemporaneidade; v. 33 n. 73 (2024): Internacionalização da Educação; 204-2232358-01940104-704310.21879/faeeba2358-0194.v33.n73reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBspahttps://www.revistas.uneb.br/index.php/faeeba/article/view/18581/13326Copyright (c) 2024 Liliana Mayerhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMayer, Liliana2024-04-09T14:13:34Zoai:ojs.revistas.uneb.br:article/18581Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2024-04-09T14:13:34Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
| dc.title.none.fl_str_mv |
The international education in Argentina: what for, for whom and why: A study on international schools La educación internacional en Argentina: ¿Para qué, quiénes y por qué? Un estudio acerca de las escuelas internacionales L'a l'éducation internationale en Argentine : pour quoi, pour qui et pourquoi: une étude des écoles internationales La Educación Internacional en Argentina: Para quê, Quiénes y Por quê |
| title |
The international education in Argentina: what for, for whom and why: A study on international schools |
| spellingShingle |
The international education in Argentina: what for, for whom and why: A study on international schools Mayer, Liliana Internationalization schooling argentins Internacionalización escuelas secundarias argentina Internacionalização Juventude. Transmissão geracional. Ensino Médio. Escolha profissional. argentina Politique d'internationalisation. École argentina |
| title_short |
The international education in Argentina: what for, for whom and why: A study on international schools |
| title_full |
The international education in Argentina: what for, for whom and why: A study on international schools |
| title_fullStr |
The international education in Argentina: what for, for whom and why: A study on international schools |
| title_full_unstemmed |
The international education in Argentina: what for, for whom and why: A study on international schools |
| title_sort |
The international education in Argentina: what for, for whom and why: A study on international schools |
| author |
Mayer, Liliana |
| author_facet |
Mayer, Liliana |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Mayer, Liliana |
| dc.subject.por.fl_str_mv |
Internationalization schooling argentins Internacionalización escuelas secundarias argentina Internacionalização Juventude. Transmissão geracional. Ensino Médio. Escolha profissional. argentina Politique d'internationalisation. École argentina |
| topic |
Internationalization schooling argentins Internacionalización escuelas secundarias argentina Internacionalização Juventude. Transmissão geracional. Ensino Médio. Escolha profissional. argentina Politique d'internationalisation. École argentina |
| description |
The article analyzes the internationalization of education in Argentina at the secondary level. For this, it uses qualitative research that began in 2018, in which educational agents - authorities and teachers – were interviewed. We interviewed schooling agents from schools that a) belong to the International Baccalaureate network, which through its Diploma Program accredits degrees internationally, were interviewed. and b) binational schools, that is, institutions that, in addition to being Argentine and complying with local regulations, belong to a second Nation State. The objective of the article is to investigate the reasons why schools integrate these networks. We start from the hypothesis that schools that adopt programs related to international education as we have defined it, do so to validate themselves - and revalidate themselves - within their circuits, as “good” and “demanding” schools. while separating from schools that, although they are for the same audiences in socioeconomic terms, are known as schools “for the rich people”. This distinction makes it possible to delimit moral and symbolic boundaries not outside their own spectrum. Participation in these programs - which become circuits - implies belonging to a global social space that grants competencies or skills valued by these circuits and by those who are left outside of it. |
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2024 |
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2024-03-26 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado por pares |
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article |
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publishedVersion |
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https://www.revistas.uneb.br/index.php/faeeba/article/view/18581 10.21879/faeeba2358-0194.2024.v33.n73.p204-223 |
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https://www.revistas.uneb.br/index.php/faeeba/article/view/18581 |
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10.21879/faeeba2358-0194.2024.v33.n73.p204-223 |
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spa |
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https://www.revistas.uneb.br/index.php/faeeba/article/view/18581/13326 |
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Copyright (c) 2024 Liliana Mayer http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2024 Liliana Mayer http://creativecommons.org/licenses/by-nc/4.0 |
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openAccess |
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application/pdf |
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UNEB |
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UNEB |
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Revista da FAEEBA - Educação e Contemporaneidade; v. 33 n. 73 (2024): Internacionalização da Educação; 204-223 2358-0194 0104-7043 10.21879/faeeba2358-0194.v33.n73 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
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