Biblioteca Digital de VanguardiaSchool inspectors and educational change
School supervisors constitute a fundamental link in any process of educational transformation. This article aims to understand its role in the multiple innovations implemented in Uruguay during the «progressive era» (2005-2020) in which the national government was led by a center-left party, the Fre...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Español |
| Publicado: |
Universidad Centro Latinoamericano de Economía Humana (Universidad CLAEH)
2021
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| Acceso en línea: | http://publicaciones.claeh.edu.uy/index.php/cclaeh/article/view/485 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/46207 |
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| author | Mancebo, María Ester Romero, Margarita |
| author_facet | Mancebo, María Ester Romero, Margarita |
| author_sort | Mancebo, María Ester |
| collection | Repositorio |
| description | School supervisors constitute a fundamental link in any process of educational transformation. This article aims to understand its role in the multiple innovations implemented in Uruguay during the «progressive era» (2005-2020) in which the national government was led by a center-left party, the Frente Amplio. The article was nourished by bibliography on teachers´ supervision and on change processes, with contributions from both Pedagogy and Political Science. The research carried on was descriptive and explanatory, qualitative in nature and with a comparative tone. As main findings, the document emphasizes that, under the same institutional framework, the position of Primary supervisors towards innovations diverged from that assumed by supervisors in the Secondary level. At an explanatory level, it was found that the role of supervision in educational transformation derives not only from the dominant institutional framework but also from political support, the modality of implementation of innovative policies, the prevailing professional culture and the weight of history. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO46207 |
| institution | CLACSO, Repositorio Digital |
| language | Español |
| publishDate | 2021 |
| publisher | Universidad Centro Latinoamericano de Economía Humana (Universidad CLAEH) |
| record_format | greenstone |
| spelling | clacso-CLACSO462072022-03-17T17:21:11Z School inspectors and educational change Supervisión escolar y cambio educativo Mancebo, María Ester Romero, Margarita School supervisors constitute a fundamental link in any process of educational transformation. This article aims to understand its role in the multiple innovations implemented in Uruguay during the «progressive era» (2005-2020) in which the national government was led by a center-left party, the Frente Amplio. The article was nourished by bibliography on teachers´ supervision and on change processes, with contributions from both Pedagogy and Political Science. The research carried on was descriptive and explanatory, qualitative in nature and with a comparative tone. As main findings, the document emphasizes that, under the same institutional framework, the position of Primary supervisors towards innovations diverged from that assumed by supervisors in the Secondary level. At an explanatory level, it was found that the role of supervision in educational transformation derives not only from the dominant institutional framework but also from political support, the modality of implementation of innovative policies, the prevailing professional culture and the weight of history. Los inspectores constituyen un eslabón fundamental en todo proceso de transformación educativa. Este artículo se propone comprender su papel en las múltiples innovaciones implementadas en la educación primaria y secundaria de Uruguay durante la era progresista (2005- 2020), período en que el gobierno nacional estuvo encabezado por un partido de centroizquierda, el Frente Amplio. El trabajo se nutrió de bibliografía sobre la inspección docente y sobre los procesos de cambio, con aportes provenientes de la pedagogía y la ciencia política. Se trata de una investigación descriptivo-explicativa, de carácter cualitativo y con una tónica comparativa. Como principales hallazgos se encontró que, bajo una misma institucionalidad, la postura de la Inspección de Primaria ante las innovaciones fue divergente respecto a la asumida por la Inspección de Secundaria. A nivel explicativo se encontró que el papel de la supervisión en la transformación educativa derivó no solo de la institucionalidad dominante, sino también del respaldo político, la modalidad de implementación de las políticas innovadoras, la cultura profesional prevaleciente y el peso de la historia. 2021-06-18 2022-03-17T17:21:11Z 2022-03-17T17:21:11Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares http://publicaciones.claeh.edu.uy/index.php/cclaeh/article/view/485 10.29192/claeh.40.1.5 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/46207 spa http://publicaciones.claeh.edu.uy/index.php/cclaeh/article/view/485/385 Derechos de autor 2021 Cuadernos del Claeh http://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf Universidad Centro Latinoamericano de Economía Humana (Universidad CLAEH) Cuadernos del Claeh; Vol. 40 Núm. 113 (2021); 67-83 2393-5979 0797-6062 |
| spellingShingle | Mancebo, María Ester Romero, Margarita School inspectors and educational change |
| title | School inspectors and educational change |
| title_full | School inspectors and educational change |
| title_fullStr | School inspectors and educational change |
| title_full_unstemmed | School inspectors and educational change |
| title_short | School inspectors and educational change |
| title_sort | school inspectors and educational change |
| url | http://publicaciones.claeh.edu.uy/index.php/cclaeh/article/view/485 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/46207 |