Analía Inés Meo
Biographic Data
| ID | 272925 |
|---|---|
| NAME | Analía Inés Meo |
| GIVEN NAMES | Analía Inés |
| FAMILY NAME | Meo |
| SIGNATURE | MEO A I |
| AFFILIATIONS | Universidad de Buenos Aires |
| ORCID | 0000-0003-3290-6459 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 72 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
The rubriquization of evaluation and the fabrication of teachers as “agents of change” in an inclusive secondary school in the City of Buenos Aires, Argentina
En Argentina, desde la década de 1970, y especialmente tras la sanción de la obligatoriedad del nivel secundario en el año 2006, se identifican una variedad de políticas que proponen transformar aspectos claves de la enseñanza y el aprendizaje. Entre ellos, las formas de evaluar han sido objeto central de atención. Este artículo contribuye al campo de estudios sociológicos sobre la evaluación escolar y la inclusión educativa al analizar los efect…
“Esta computadora vino a hacer un trabajo”: Un análisis socio-material de la puesta en acto de políticas de innovación en una escuela técnica en la Ciudad Autónoma de Buenos Aires, Argentina
Este artículo utiliza el lenguaje de la Teoría del Actor-Red para examinar políticas de innovación educativa como efectos de acciones de ensamblajes socio-materiales. Identifica, describe y analiza acciones de actantes humanos y no humanos que alteraron aspectos centrales de la escolarización en un establecimiento de educación técnica de la Ciudad Autónoma de Buenos Aires, a fines de la década de los ‘90 y principios de los 2000. Estas acciones p…
Teletrabajo docente durante el confinamiento por Covid19 en Argentina. Condiciones materiales y perspectivas sobre la carga de trabajo, la responsabilidad social y la toma de decisiones
En Argentina las medidas para enfrentar la pandemia del COVID 19 incluyeron la suspensión de las clases presenciales en todos los niveles educativos y la implementación de una política de continuidad educativa. El objetivo de este artículo es analizar, por un lado, cuáles han sido las condiciones materiales y temporales del teletrabajo docente al inicio del confinamiento. Por el otro, examina las percepciones docentes respecto del grado de partic…
Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona
Programas socioeducativos y regulación del trabajo docente en el nivel secundario
Durante las últimas tres décadas, los gobiernos nacionales y provinciales han implementado diferentes tipos de políticas para modificar aspectos centrales de la enseñanza secundaria estatal en Argentina. En este trabajo examinaremos, a partir del análisis etnográfico de un programa socioeducativo, cómo las políticas educativas, instaladas en los 90 y profundizadas en los 2000 -que sostienen una retórica tendiente a producir más autonomía escolar-…
Comentario a Elena Larrauri: Mujeres, derecho penal y criminología
Americanae nace como un proyecto conjunto que surge dentro de la Red Europea de Información y Documentación sobre América Latina (REDIAL), y que ha afrontado la Biblioteca de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Esta nueva biblioteca virtual hace más accesibles los libros digitales de tema americanista a los investigadores y usuarios interesados de cualquier parte del mundo.
Mapa institucional y políticas públicas destinadas a mujeres "menores" vulneradas
Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires
In Argentina, ‘inclusion’ has become a central target of national and provincial educational policy since the mid-2000s. Unlike in other countries, inclusion has been associated with the transformation of upper secondary schooling into a compulsory level of education, together with the effective integration of pupils from socio-economically deprived families. This article examines how policy on inclusion is ‘done by’ and ‘done to’ head teachers i…
Argentina
Despite the existence of indigenous people and immigrants, Argentina has until recently denied, silenced, and marginalized socio-cultural differences and particularities. Up until the 1980s, a homogenizing cultural paradigm permeated educational policies and it is only recently that cultural and linguistic differences and diversity have been legally and culturally acknowledged. From the 1980s onwards, ‘diversity’ and ‘difference’ have entered int…
The moral dimension of class and gender identity-making: Poverty and aggression in a secondary school in the city of Buenos Aires
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial asp…
Zafar , so good: Middle‐class students, school habitus and secondary schooling in the city of Buenos Aires (Argentina)
This article examines how students from the loser sections of the middle class dealt with the game of secondary schooling in a good state school in the city of Buenos Aires (Argentina). It engages with Bourdieus theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle-class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students dispo…
Picturing Students' Habitus: The Advantages and Limitations of Photo-Elicitation Interviewing in a Qualitative Study in the City of Buenos Aires
In this paper the author examines some advantages and limitations of the use of photo-elicitation interviews in a study on class habitus, identities, and schooling in two secondary schools in the city of Buenos Aires (Argentina). First, she describes her research questions, methodological strategy, and application of photo elicitation technique, which refers to the use of a single or set of photographs as stimulus during a research interview. Sec…
Enseñando a hacer entrevistas en investigación cualitativa: Entre el oficio, la profesión y el arte
A partir del análisis de un taller sobre el uso de entrevistas en investigación desarrollado en doctorado de Ciencias Sociales de la Universidad de Buenos Aires (Argentina), este artículo argumenta que la enseñanza del uso de esta técnica exige el despliegue de variadas instancias pedagógicas o interview practica (Kvale 2006) capaces de contribuir a la apropiación de los aspectos profesionales, creativos y propios del oficio de hacer investigació…
Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice
This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these t…
Picturing Students' Habitus: The Advantages and Limitations of Photo-Elicitation Interviewing in a Qualitative Study in the City of Buenos Aires
In this paper the author examines some advantages and limitations of the use of photo-elicitation interviews in a study on class habitus, identities, and schooling in two secondary schools in the city of Buenos Aires (Argentina). First, she describes her research questions, methodological strategy, and application of photo elicitation technique, which refers to the use of a single or set of photographs as stimulus during a research interview. Sec…
Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice
This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these t…
Zafar , so good: Middle‐class students, school habitus and secondary schooling in the city of Buenos Aires (Argentina)
This article examines how students from the loser sections of the middle class dealt with the game of secondary schooling in a good state school in the city of Buenos Aires (Argentina). It engages with Bourdieus theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle-class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students dispo…
Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona
Programas socioeducativos y regulación del trabajo docente en el nivel secundario
Durante las últimas tres décadas, los gobiernos nacionales y provinciales han implementado diferentes tipos de políticas para modificar aspectos centrales de la enseñanza secundaria estatal en Argentina. En este trabajo examinaremos, a partir del análisis etnográfico de un programa socioeducativo, cómo las políticas educativas, instaladas en los 90 y profundizadas en los 2000 -que sostienen una retórica tendiente a producir más autonomía escolar-…
Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires
In Argentina, ‘inclusion’ has become a central target of national and provincial educational policy since the mid-2000s. Unlike in other countries, inclusion has been associated with the transformation of upper secondary schooling into a compulsory level of education, together with the effective integration of pupils from socio-economically deprived families. This article examines how policy on inclusion is ‘done by’ and ‘done to’ head teachers i…
The moral dimension of class and gender identity-making: Poverty and aggression in a secondary school in the city of Buenos Aires
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial asp…
Teachers, teaching and educational exclusion: Pupil Referral Units and pedagogic practice
This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these t…
Enseñando a hacer entrevistas en investigación cualitativa: Entre el oficio, la profesión y el arte
A partir del análisis de un taller sobre el uso de entrevistas en investigación desarrollado en doctorado de Ciencias Sociales de la Universidad de Buenos Aires (Argentina), este artículo argumenta que la enseñanza del uso de esta técnica exige el despliegue de variadas instancias pedagógicas o interview practica (Kvale 2006) capaces de contribuir a la apropiación de los aspectos profesionales, creativos y propios del oficio de hacer investigació…
Picturing Students' Habitus: The Advantages and Limitations of Photo-Elicitation Interviewing in a Qualitative Study in the City of Buenos Aires
In this paper the author examines some advantages and limitations of the use of photo-elicitation interviews in a study on class habitus, identities, and schooling in two secondary schools in the city of Buenos Aires (Argentina). First, she describes her research questions, methodological strategy, and application of photo elicitation technique, which refers to the use of a single or set of photographs as stimulus during a research interview. Sec…
The moral dimension of class and gender identity-making: Poverty and aggression in a secondary school in the city of Buenos Aires
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial asp…
Zafar , so good: Middle‐class students, school habitus and secondary schooling in the city of Buenos Aires (Argentina)
This article examines how students from the loser sections of the middle class dealt with the game of secondary schooling in a good state school in the city of Buenos Aires (Argentina). It engages with Bourdieus theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle-class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students dispo…
Argentina
Despite the existence of indigenous people and immigrants, Argentina has until recently denied, silenced, and marginalized socio-cultural differences and particularities. Up until the 1980s, a homogenizing cultural paradigm permeated educational policies and it is only recently that cultural and linguistic differences and diversity have been legally and culturally acknowledged. From the 1980s onwards, ‘diversity’ and ‘difference’ have entered int…
Something old, something new. Educational inclusion and head teachers as policy actors and subjects in the City of Buenos Aires
In Argentina, ‘inclusion’ has become a central target of national and provincial educational policy since the mid-2000s. Unlike in other countries, inclusion has been associated with the transformation of upper secondary schooling into a compulsory level of education, together with the effective integration of pupils from socio-economically deprived families. This article examines how policy on inclusion is ‘done by’ and ‘done to’ head teachers i…
Comentario a Elena Larrauri: Mujeres, derecho penal y criminología
Americanae nace como un proyecto conjunto que surge dentro de la Red Europea de Información y Documentación sobre América Latina (REDIAL), y que ha afrontado la Biblioteca de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Esta nueva biblioteca virtual hace más accesibles los libros digitales de tema americanista a los investigadores y usuarios interesados de cualquier parte del mundo.
Mapa institucional y políticas públicas destinadas a mujeres "menores" vulneradas
Programas socioeducativos y regulación del trabajo docente en el nivel secundario
Durante las últimas tres décadas, los gobiernos nacionales y provinciales han implementado diferentes tipos de políticas para modificar aspectos centrales de la enseñanza secundaria estatal en Argentina. En este trabajo examinaremos, a partir del análisis etnográfico de un programa socioeducativo, cómo las políticas educativas, instaladas en los 90 y profundizadas en los 2000 -que sostienen una retórica tendiente a producir más autonomía escolar-…
Teachers’ identities in second chance schools: A comparative analysis of Buenos Aires and Barcelona
Teletrabajo docente durante el confinamiento por Covid19 en Argentina. Condiciones materiales y perspectivas sobre la carga de trabajo, la responsabilidad social y la toma de decisiones
En Argentina las medidas para enfrentar la pandemia del COVID 19 incluyeron la suspensión de las clases presenciales en todos los niveles educativos y la implementación de una política de continuidad educativa. El objetivo de este artículo es analizar, por un lado, cuáles han sido las condiciones materiales y temporales del teletrabajo docente al inicio del confinamiento. Por el otro, examina las percepciones docentes respecto del grado de partic…
The rubriquization of evaluation and the fabrication of teachers as “agents of change” in an inclusive secondary school in the City of Buenos Aires, Argentina
En Argentina, desde la década de 1970, y especialmente tras la sanción de la obligatoriedad del nivel secundario en el año 2006, se identifican una variedad de políticas que proponen transformar aspectos claves de la enseñanza y el aprendizaje. Entre ellos, las formas de evaluar han sido objeto central de atención. Este artículo contribuye al campo de estudios sociológicos sobre la evaluación escolar y la inclusión educativa al analizar los efect…
“Esta computadora vino a hacer un trabajo”: Un análisis socio-material de la puesta en acto de políticas de innovación en una escuela técnica en la Ciudad Autónoma de Buenos Aires, Argentina
Este artículo utiliza el lenguaje de la Teoría del Actor-Red para examinar políticas de innovación educativa como efectos de acciones de ensamblajes socio-materiales. Identifica, describe y analiza acciones de actantes humanos y no humanos que alteraron aspectos centrales de la escolarización en un establecimiento de educación técnica de la Ciudad Autónoma de Buenos Aires, a fines de la década de los ‘90 y principios de los 2000. Estas acciones p…
Sociology (11 works) · Political science (10 works) · Art (7 works) · Humanities (7 works) · Education in Rural Contexts (5 works) · Gender Studies (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Inclusion (mineral (3 works) · Law (3 works)