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 School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors

School education is a modern device that starts from a dialogue with an almost extinct era. Secondary school, moreover, emerges as a selective institution intended only for some. In Argentina, working-class teenagers were able to access this level by joining technical schooling programs especially d...

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Autor Principal: Tobeña, Verónica
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2021
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738
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recordtype dspace
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description School education is a modern device that starts from a dialogue with an almost extinct era. Secondary school, moreover, emerges as a selective institution intended only for some. In Argentina, working-class teenagers were able to access this level by joining technical schooling programs especially designed for them. This distinction is based on the hierarchisation of knowledge outlined by modernity, which distinguished theory and practice, intellectual and manual skills. There is a long-standing criticism against this model, which has grown and led to greater consensus on rethinking this educational project as a result of the profound epistemological, cultural, and technological changes brought about by the digital era. In this context, a series of trainings in digital trades oriented to young people from working-class neighbourhoods have emerged and seem to refute the thesis of the cultural capital of origin traced by critical sociology for schools half a century ago. By analyzing these offers in the light of the school core concepts that are currently under review (use of ICT, pedagogical proposal, relationship with knowledge), we provide evidence that might pose questions about the epistemological-pedagogical character that leads to the inequality produced and reproduced by school.
author Tobeña, Verónica
spellingShingle Tobeña, Verónica
 School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
author_facet Tobeña, Verónica
author_sort Tobeña, Verónica
title  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
title_short  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
title_full  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
title_fullStr  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
title_full_unstemmed  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors
title_sort  school, jobs, and inequality in the digital age. keys from the development of digital trades to disadvantaged sectors
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738
_version_ 1719050411381358592
spelling oai:bibliotecavirtual.unl.edu.ar:article-107382021-12-10T15:57:53Z  School, jobs, and inequality in the digital age. Keys from the development of digital trades to disadvantaged sectors Escuela, trabajo y desigualdad en la era digital. Claves desde la formación de oficios digitales a sectores desaventajados Tobeña, Verónica School education is a modern device that starts from a dialogue with an almost extinct era. Secondary school, moreover, emerges as a selective institution intended only for some. In Argentina, working-class teenagers were able to access this level by joining technical schooling programs especially designed for them. This distinction is based on the hierarchisation of knowledge outlined by modernity, which distinguished theory and practice, intellectual and manual skills. There is a long-standing criticism against this model, which has grown and led to greater consensus on rethinking this educational project as a result of the profound epistemological, cultural, and technological changes brought about by the digital era. In this context, a series of trainings in digital trades oriented to young people from working-class neighbourhoods have emerged and seem to refute the thesis of the cultural capital of origin traced by critical sociology for schools half a century ago. By analyzing these offers in the light of the school core concepts that are currently under review (use of ICT, pedagogical proposal, relationship with knowledge), we provide evidence that might pose questions about the epistemological-pedagogical character that leads to the inequality produced and reproduced by school. La educación escolarizada es un dispositivo moderno que parte del diálogo con una época casi extinguida. La escuela secundaria, además, surge como una institución selectiva, destinada solo para algunos. En la Argentina los sectores populares pudieron acceder a este nivel incorporándose a circuitos de escolarización técnica, concebidos especialmente para ellos. Esta diferenciación se basa en la jerarquización de los saberes realizada por la modernidad, que distinguió teoría y práctica, destrezas intelectuales y manuales. La crítica a este modelo es de larga data, pero es con los profundos cambios epistemológicos, culturales y tecnológicos que conlleva la era digital que existe mayor consenso para repensar dicho proyecto formativo. En este marco han surgido una serie de ofertas de formación en oficios digitales orientadas a jóvenes de barrios populares que parecen refutar la tesis del capital cultural de origen trazadas por la sociología crítica hace medio siglo para la escuela. Este trabajo se propone auscultar dichas ofertas a la luz de ejes escolares que hoy están siendo revisados (uso de las TIC, propuesta pedagógica, relación con el conocimiento) para aportar evidencia que problematice el carácter epistemológico-pedagógico en el que se cifra la desigualdad que produce y reproduce la escuela.  Universidad Nacional del Litoral 2021-10-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo Artículos evaluados por método doble ciego. Items evaluated by double blind method. application/pdf text/html text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738 10.14409/ie.2021.14.e0009 Itinerarios Educativos; Núm. 14 (2021): Itinerarios Educativos; e0009 Itinerarios Educativos; No 14 (2021): Itinerarios Educativos; e0009 Itinerarios Educativos; n. 14 (2021): Itinerarios Educativos; e0009 2362-5554 1850-3853 10.14409/ie.2021.14 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738/14286 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738/14287 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738/14288 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/10738/14289 info:eu-repo/semantics/openAccess Derechos de autor 2021 Itinerarios Educativos
score 11.8626

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