Autor/es
Descripción
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Colaborador
Spiegel, Alejandro
Spatial Coverage
Temporal Coverage
2008-2019
Idioma
spa
Extent
134 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
1001579
Tucumán (province)
1001169
Córdoba (province)
1001526
Santiago del Estero (province)
2008-2019
Abstract
The present work is proposed as thesis of the Master's Degree in Social Policies. The object of study is linked to the incorporation in the political agenda of the connection between the scientific system and the educational community, through the analysis of the "Scientists go to schools (LCVE)" Program, from its creation in 2008 to the last year of implementation in 2019. Addressing this Program is significant when it comes to analyzing the links that are proposed to be established between scientists and teachers, specifically to understand how the issues with science teaching are incorporated in the state agenda.
The purport of the relationship between scientists and schools was studied. Based on this analysis, the correspondence between these meanings and the tools of proposed intervention were examined. Likewise, interviews with different social actors who were part of this Program were conducted, with the aim of analyzing its implementation considering their perspectives. In this thesis, the Program was approached from a multilevel governance scope, therefore the regulations and implementation of the Program were analyzed, focusing on 3 central aspects: the horizontal coordination; the role of scientists; and the participation level of the Program’s beneficiaries: the school, teachers and students. This analysis was carried out on three provinces that have executed the Program: Tucumán, Córdoba and Santiago del Estero, with the aim of studying the articulations that arose in the territory and visualizing whether the objectives set by the Program in its planning could be achieved. Among the main conclusions is the
relevance of decentralized management and the evaluation from the beneficiaries's perspectives to favor the continuity over time of the Program and local ownership by the provincial actors, and thus achieve the fulfillment of the objectives related to the improvement of the scientific literacy process.
The purport of the relationship between scientists and schools was studied. Based on this analysis, the correspondence between these meanings and the tools of proposed intervention were examined. Likewise, interviews with different social actors who were part of this Program were conducted, with the aim of analyzing its implementation considering their perspectives. In this thesis, the Program was approached from a multilevel governance scope, therefore the regulations and implementation of the Program were analyzed, focusing on 3 central aspects: the horizontal coordination; the role of scientists; and the participation level of the Program’s beneficiaries: the school, teachers and students. This analysis was carried out on three provinces that have executed the Program: Tucumán, Córdoba and Santiago del Estero, with the aim of studying the articulations that arose in the territory and visualizing whether the objectives set by the Program in its planning could be achieved. Among the main conclusions is the
relevance of decentralized management and the evaluation from the beneficiaries's perspectives to favor the continuity over time of the Program and local ownership by the provincial actors, and thus achieve the fulfillment of the objectives related to the improvement of the scientific literacy process.
Título obtenido
Magíster de la Universidad de Buenos Aires en Políticas Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales