Reforma educativa y conservación social. Aspectos sociales del cambio educativo en Paraguay.
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| Title: | Reforma educativa y conservación social. Aspectos sociales del cambio educativo en Paraguay. |
|---|---|
| Alternate Title: | Educational reform and social conservation. Social aspects of educational change in Paraguay. |
| Authors: | Ortiz Sandova1, Luis1 l.ortizs@yahoo.com |
| Source: | Revista Latinoamericana de Estudios Educativos. 2012, Vol. 42 Issue 4, p55-90. 36p. |
| Subject Terms: | *Educational change, *Primary education, *Academic achievement, Social aspects, Social classes, Equality, Labor market |
| Geographic Terms: | Paraguay |
| Abstract (English): | While Educational reform was implemented in Paraguay in the 90s, and the anticipation of making institutional and curriculum renewal the foundation of a new educational system and a democratic system, the social conditions that have provided support to the authoritarian regime were not questioned. Although, the lower social classes have seen raised their access to education and their level of study, educational disparities remained because of the persistence of social inequalities in the social field. The promises of a new educational system would offer the possibility of access to improved living conditions for underserved populations, have become in recent years, empty words at the same time the labor market became increasingly tight. This contradiction is even more inconsistent in relation to the families' expectations that the requirements for promoting primary education level and school became less strict, so that achievement rates in education would not be too weak. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Mientras que se implemento una reforma educativa en Paraguay, en la década de los noventa, previendo hacer de la renovación institucional y del currículo las bases de un nuevo sistema educativo y de un sistema democrático, las condiciones sociales que han servido de sustento al régimen autoritario no fueron cuestionadas. Aunque las categorías sociales más desfavorecidas hayan visto aumentar su acceso a la educación y subir su nivel medio de estudio, las desigualdades escolares se mantuvieron porque persisten las desigualdades sociales en el espacio social. Las promesas de que un nuevo sistema educativo ofrecería la posibilidad de acceso a mejores condiciones de vida a las poblaciones más carentes, se volvieron palabras vacías, siendo que al mismo tiempo el mercado de trabajo se fue haciendo cada vez más estrecho. Esto es aún más contradictorio respecto de las expectativas de las familias cuando las exigencias de promoción de nivel en la educación primaria y en el colegio se vuelven menos estrictas, para que las tasas de logro en el sistema educativo no sean demasiado débiles. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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