School Autonomy: perspectives and practices in the development of political projects

Authors

  • Nora Gluz Universidad Nacional de General Sarmiento y Universidad de Buenos Aires
  • Fernanda Saforcada Universidad de Buenos Aires

Keywords:

política educativa, autonomía escolar, movimientos sociales, Estado

Abstract

State programs promoting school autonomy have been developed within the neo-liberal project and its state reform policies characterized by decentralization and privatization of social services. These programs were fostered as strategies to improve educational quality and equity, in the midst of the redefinition of the role of the state as guarantor of education as a social right. Disputing the neo-liberal view which led to the dismantlement of the welfare state, social movements arising from marginal sectors of society have implemented their own education projects, often working in collaboration with academia. In these projects, school autonomy is seen as a strategy to challenge existing social relations. In this paper, we compare and contrast the meanings attached to the notion of “school autonomy” and the characteristics of the social practices fostered by the educational programs promoted by two different agents, i.e. the state and social movements. Thus, we analyze in the case of Argentina a nation-wide program implemented by the National Ministry of Education (Programa Nueva Escuela Argentina para el Siglo XXI) as well as an educational program developed by a social movement (the Movimiento Nacional de Empresas Recuperadas).

Author Biographies

Nora Gluz, Universidad Nacional de General Sarmiento y Universidad de Buenos Aires

Directora del proyecto de investigación “Educación y subjetividad: experiencias educativas alternativas en los movimientos sociales”, Universidad Nacional de General Sarmiento. Investigadora en el proyecto de investigación UBACyT F042 “Las políticas de municipalización y autonomía escolar: regulación estatal, actores y procesos en el caso argentino”, dirigido por la Prof. Myriam Feldfeber en el Instituto de Investigaciones en Ciencias de la Educación, Universidad de Buenos Aires. Docente en la Universidad de Buenos Aires y en la Universidad Nacional de General Sarmiento.

Fernanda Saforcada, Universidad de Buenos Aires

Docente en la Universidad de Buenos Aires. Becaria de doctorado de la Universidad de Buenos Aires e investigadora en el proyecto de investigación UBACyT F042 “Las políticas de municipalización y autonomía escolar: regulación estatal, actores y procesos en el caso argentino”, dirigido por la Prof. Myriam Feldfeber, en el Instituto de Investigaciones en Ciencias de la Educación, Universidad de Buenos Aires.

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Published

2008-03-31

How to Cite

GLUZ, N.; SAFORCADA, F. School Autonomy: perspectives and practices in the development of political projects. Educação: Teoria e Prática, [S. l.], v. 17, n. 29, p. 11, 2008. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/1033. Acesso em: 23 nov. 2024.

Issue

Vol. 17 No. 29 (2007)

Section

Artigos

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