Contributions Of The Sociology Of Education To The Problematic Of School Failure

Contributions of the Sociology of Education to the problematic of school failure

INTRODUCTION

The following report arises based on an investigation carried out through curricular space Sociology of Education;from our knowledge and through different sources;The contributions of the sociology of education in the analysis of the problems of school failure in times of pandemic.

Through the forum of the Educational Platform of the IMEI Institute, I developed a series of questions that will be detailed below, they were answered by different 3rd year classmates of the initial education teachers and took into account during the development of said report. As well as the different contributions of nearby teachers who exercised teaching during non -face -to -face education.

When we talk about sociology of education we refer to a branch of sociology that is responsible for perfecting the subject’s behavior from the educational field, for society, and thus creating models and agents that will contribute to improve it. That is, the human being acquires certain behaviors or behaviors of society, which are often not adequate, but by witnessing them during their trajectory they are normalizing them. These behaviors often depend on the social status in which the subject is immersed. Xavier Bonal affirms that the formal object of study of the sociology of education is "education understood as a social phenomenon of great importance and value".

Therefore, the sociology of education is present at school, in the creation of a social social environment, where teachers will be responsible for demonstrating students, the proper use of vocabulary or social behavior, acting as models.

Already knowing the study of the sociology of education and its clear objective, the following questions arise in terms of the contributions made in the analysis of the problems of school failure:

How does society contribute to the problems of school failure? Do you think the State influences the problems of school failure? What are the contributions you make to avoid school failures in times of pandemic? What strategies could teachers use to prevent the reality in which subjects are immersed from their context, not one of the factors of school failure? Faced with the current situation, is it possible for all families equally, to make and send the returns of the tasks performed by their children? Why do you think so?

They were answered through the IMEI Institute platform forum, interviews conducted to different teachers who had direct experience with non -face -to -face education and by research conducted from different educational pages. The answers were the following:

How does society contribute to the problems of school failure?

The level of education decreased due to the lack of policies that support it, and also as a consequence the unemployment and insecurity. Therefore, a disappointment is noticed with respect to the future, we must cause a change for us and by our children and students from the place we have to occupy. The fundamental values of society changed and we find a lack of them, the effort and knowledge is not given, the vocation of teachers does not always exist and this deteriorates the level of teaching. At present, education is considered an expense and not an investment.

Do you think the State influences the problems of school failure?

The Executive Director of Teaching X Argentina highlights that school failures are not of the boys and girls, but from the system that excludes them from the possibility of their trajectories. ‘There is a reproduction of inequality. What we see at school is a bit of something much bigger ’

“We believe that the level of education is low because the state investment in schools is lacking, that there is no more elementary as chalk, drafts, maps or heating, it is the responsibility of the State. In some regions do not pay teachers in time, they make stops, sometimes they also show disinterest and thus lose days of study. Extending the classes 180 days does not solve the problem, since the situation goes beyond the days, one day or so is the same if these problems are not solved ”

“The State does not fulfill the function of guaranteeing the right to teach and learn because it does not offer equal opportunities, and this is evidenced in access to communication technologies at this time where the digital divide has evidenced in depth, where there arestudents and teachers who do not have the necessary resources to receive and provide education. With regard to comprehensive quality, school trajectories have been lost and many are intermittent because access is difficult. Also since there is no continuity in educational policies, the system fails to maintain and meet long -term goals, which are modified according to the governments of the day ”.

What are the contributions made by the State to avoid school failures in times of pandemic?

The suspension of face -to -face classes due to the Coronavirus pandemic demanded to look?

Laura Marés, General Manager of Educ.AR, the State Society in charge of online training, explained to TSS: “A multimedia platform that has the website we continue educating, also specific programming in Encuentro and Paka Paka, and the public TV, with content made by specialists that specialists thatThey give slogans to boys to work between block and block. To this is added that we are going to make micros that are going to go to the radio, which is the one that has the most arrival throughout the country, and that we made an agreement with the ENACOM and Arsat to improve the navigation of the site. As the platform we continue to educate does not consume data in mobiles, with that we increase the scope. To complete the coverage we deliver books and material printed in remote and rural schools ”.

What strategies could teachers use to prevent the reality in which subjects are immersed from their context, not one of the factors of school failure?

Through the different interviews I could clearly appreciate the effort and vocation on the part of the teachers, who showed permanent interest in their students when making the tasks so that they can obtain learning in time of pandemic, this time I willTalk about Viviana Stocco, Primary Teacher at a Rural School located in Barrancas. Due to the low connectivity of his students and his insufficient salary, he had the initiative to perform the tasks written by hand to reach each student at the time of reunitting with a relative corresponding to them at a meeting point agreed together.The district, where in turn they deliver the returns by the children.

But despite the various efforts and the vocation of each teacher, a great path to go to face school failure is missing because it is the school who defines what is legitimate to learn, imposing the culture of the dominant sector and threatening against diversityIn the classroom, since if this failure is not detected and transformed by the teacher, this cultural content is accredited with the school evaluation results while it does not belong, fails and the school becomes certifying that failure.

Faced with the current situation, is it possible for all families equally, get involved to carry out and send the returns of their children’s tasks? Why do you think so?

“We consider that not all families have the necessary resources to carry out virtual classes against the pandemic, therefore, the results of the returns can be both positive and negative depending on the context, the technological inputs and several more factors. One of the central problems is the absence or bad internet connectivity, making contact with its teachers difficult. 18% of the students do not have the Internet at home and 37% do not have electronic devices to perform school tasks, a value that climbs 44% among those who attend state schools ”.

As for the current situation, I had the possibility of talking with teachers who exercised during non -face -to -face education, their answers were the following:

Marianela Teaching Guard of 4, urban area, argues: “Returns are carried out in private and direct with the teacher by WhatsApp, we have active participation by families and I think that is also due to the fact that they have the devices orsufficient connectivity to make the videos and send them to my whatsapp ”. In turn, the teacher Marcela Perrini of the School No. 1-486 José Lorenzo Guiraldes (rural) 4-year-old room Ugarteche-Lujan whose states, “I was really surprised by the great commitment of the families of my community. While they are in a situation of vulnerability, the means to do what is requested.

It is so because they take care and worry about their children, they know that it is the only way their children have to incorporate the necessary learning, the commitment they have been demonstrating is very encouraging is very encouraging."

On the other hand, Marcela Aria, School No. 1-322 Juan Eugenio Serú-Room 4 years, faces a different situation from the previous ones and tells us, “I have not received a positive response from all the parents of my students,Only by parents who were committed to the teaching and learning process of their children. Of 20 students 16 do their tasks and activities with their parents’ company."

CONCLUSION

Regarding the contributions received from both teachers and companions of the career of the initial education and research teachers, I can say that the Argentine State does not comply with the obligations to offer equal opportunities, and consequently despite the fact that the sociology ofEducation strives to find possible solutions to the problems of school failure, it is not enough, since there are factors that do not depend on this science and bad educational policies absent from several years, they generated that there is no effective and lasting exchange with theEducational institutions, in terms of infrastructure, lack of necessary supplies for teachers and students, insecurity, etc.

As for the current pandemic context for which we are going through our country, high -impact situations have been generated where it has put us to reflect on the challenges of education that comes in the coming years. In this way, our childhoods are being strongly questioned, rearranging families to meet educational demands, and by teachers taking the arduous work that they are making constantly reinventing each day to motivate them in the teaching-learning process.

We have in view that both teachers and students most did not have technological artifacts and exclusive use connectivity, they had not sufficient knowledge about the uses of these artifacts, since very few schools had information on the use of ICTs, and this was thisled to generate more difficulties when having to adapt to the new teaching methodology, therefore, both parties are harmed.

It is only necessary to wait for the beginning of the next school cycle to be able to observe in detail the percentage of students and teachers affected during the 2020 school year, I understand that the DGE is already taking care of students with weakened trajectories to be able to resume the 2021 schooling cycle in thebetter possible conditions.