La escuela con jornada extendida rionegrina: expresiones político pedagógicas de un proyecto focalizado y localizado

Abstract

This paper is about the relationship between the school and the student's families,regarding the scenario of elementary schools (under public administration) where the"extended day program" has been implemented, located in suburban areas of cities on theRío Negro province.In this ethnographic investigation, the program of "Schools with Extended Day"isconsidered as a focalised educational policy. This policy, as it is embodied in the actualpractises done by persons, leads to a reconfiguration of focalised practises which isinterpellated by the specific conflicts regarding the meaning and the expectations regardingthe extended school time, both for the people who work at the school and for the familieswhose children use this space. This research was done using the ethnographic method. Inthis epistemological and methodological framework, the ethnographical approach waschosen in order to witness the social phenomena while, at the same time, place theresearcher as both a passive and an active actor who is doing a reflexive observationregarding his/her own process, in order to refine or build theoretical categories that helpthe description and the understanding of the observed phenomenon.