Testimonies of situated regulation: Combination and alternation of curricular formats in agricultural and technical schools of Cordoba, Argentina

Abstract

This article presents the results of a descriptive and interpretive study on the regulation processes of the space of professionalizing practice in technical schools with an agricultural orientation in the city of Córdoba. The qualitative research was based on case studies, in which three provincial institutes of agrarian education (IPEA) were selected. The inquiry focused on the oriented cycle of the specialty, agricultural technician, in order to describe and analyze the specificities acquired by the process of recontextualization of the regulations that regulate the professionalizing practice space. The results show a complex translation process of the normative instruments in the schools studied, where ministerial prescriptions come into tension with the concrete possibilities that schools have to respond to the requirements of educational policy. This generates within each institution a singularity of responses around the organization and guarantee of the educational offer.