Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico
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| Format: | Online |
| Language: | spa eng por |
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Universidad Nacional, Costa Rica
2018
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| Online Access: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524 |
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EDUCARE8524 |
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ojs |
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Universidad Nacional de Costa Rica |
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Revista Electrónica Educare |
| language |
spa eng por |
| format |
Online |
| author |
Carro-Olvera, Adriana Lima-Gutiérrez, José Alfonso Carrasco-Lozano, María Elza-Eugenia |
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Carro-Olvera, Adriana Lima-Gutiérrez, José Alfonso Carrasco-Lozano, María Elza-Eugenia Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| author_facet |
Carro-Olvera, Adriana Lima-Gutiérrez, José Alfonso Carrasco-Lozano, María Elza-Eugenia |
| author_sort |
Carro-Olvera, Adriana |
| title |
Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| title_short |
Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| title_full |
Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| title_fullStr |
Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| title_full_unstemmed |
Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico |
| title_sort |
technical school councils for inclusion and educational equity in basic education in tlaxcala, mexico |
| title_alt |
Los consejos técnicos escolares para la inclusión y equidad educativa en la educación básica de Tlaxcala, México Os conselhos técnicos escolares para a inclusão e equidade educacional na educação básica de Tlaxcala, México |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2018 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524 |
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EDUCARE85242022-08-02T23:24:59Z Technical School Councils for Inclusion and Educational Equity in Basic Education in Tlaxcala, Mexico Los consejos técnicos escolares para la inclusión y equidad educativa en la educación básica de Tlaxcala, México Os conselhos técnicos escolares para a inclusão e equidade educacional na educação básica de Tlaxcala, México Carro-Olvera, Adriana Lima-Gutiérrez, José Alfonso Carrasco-Lozano, María Elza-Eugenia Basic education educational inclusion and equity educational policies school management and technical school boards. Consejos técnicos escolares educación básica gestión del centro de enseñanza políticas educativas inclusión y equidad educativa. Conselho técnico escolar educação básica gestão da escola políticas educacionais inclusão e equidade educacional. Technical School Councils are chartered organizations responsible for the achievement of students’ learning, and the identification of challenges that schools have to face to promote their improvement. Thus, this article aims to analyze, based on follow-up and evaluation, the performance of schools and what they have developed to guarantee an inclusive education. A participatory research-action proposal was designed in two stages to reach this aim. The first stage related to the preparation of a situational diagnostic with participants from different levels and modalities (which included basic education: primary and secondary schools), in the areas of educational quality, inclusion, and equity. The second one related to a pedagogic intervention proposal during the school year 2015-2016 in 214 technical school councils, selected among 1,222 schools in the state. In addition to imprecise strategies to avoid situations of risk and educational exclusion, the results obtained identified school planning, collaborative work, technical pedagogic counseling, and leadership as themes to be consolidated. Los consejos técnicos escolares son la instancia colegiada que se encarga de revisar el logro de los aprendizajes del alumnado e identificar los retos que debe superar la escuela para promover su mejora. De esta manera, el artículo tiene como objetivo analizar, mediante el seguimiento y evaluación, el desempeño estudiantil y lo que se ha desarrollado en el marco de garantizar una educación inclusiva. Para tal fin se diseñó una propuesta de investigación-acción participativa en dos etapas: la primera, relativa a la elaboración de un diagnóstico situacional con los actores de los diferentes niveles y modalidades que comprende la educación básica (primaria y secundaria) en los ámbitos de calidad educativa, inclusión y equidad; la segunda, relativa a una propuesta de intervención pedagógica durante el ciclo escolar 2015-16 en 214 consejos técnicos seleccionados entre los 1,222 existentes en el Estado. Los resultados obtenidos identifican una planeación escolar, trabajo colaborativo, asesoría técnico-pedagógica y liderazgo como temas por consolidar, además de las estrategias poco precisas para evitar la situación de riesgo y exclusión escolar. Os conselhos técnicos escolares são o órgão colegiado responsável de revisar a realização da aprendizagem dos alunos e identificar os desafios que a escola deve superar para promover sua melhoria. Desta forma, o artigo pretende analisar seu desempenho através do monitoramento e avaliação, além do que eles desenvolveram no contexto de garantir uma educação inclusiva. Com esta finalidade, foi feita uma proposta de pesquisa-ação participativa, projetada em duas etapas: a primeira, sobre a elaboração de um diagnóstico situacional com os atores dos diferentes níveis e modalidades que compreende educação básica (ensino fundamental e médio) nas áreas de qualidade educacional, inclusão e equidade; a segunda, relativa a uma proposta de intervenção pedagógica durante o ano letivo 2015-2016 em 214 conselhos técnicos selecionados dos 1222 existentes no estado. Os resultados obtidos identificam o planejamento escolar, o trabalho colaborativo, o conselho técnico-pedagógico e a liderança como temas a serem consolidados, bem como as estratégias imprecisas para evitar a situação de risco e a exclusão escolar. Universidad Nacional, Costa Rica 2018-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip application/xml audio/mpeg audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524 10.15359/ree.22-1.8 Revista Electrónica Educare; Vol. 22 No. 1 (2018): Revista Electrónica Educare (January-April); 1-30 Revista Electrónica Educare; Vol. 22 Núm. 1 (2018): Revista Electrónica Educare (enero-abril); 1-30 Revista Electrónica Educare; v. 22 n. 1 (2018): Revista Electrónica Educare (January-April); 1-30 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12139 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12140 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12143 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12557 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12145 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12147 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8524/12148 Copyright (c) 2017 Revista Electrónica Educare |