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Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy

versão On-line ISSN 1668-8104


MENDOZA, Patricia; CIEZA, Fernanda; GALLI, José María  e  MAMANI, Elsa. The group role as school. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2004, n.22, pp.23-31. ISSN 1668-8104.

In Educational Transformation documents, group studies appear because they are considered a privileged field of study. Because of this we have considered to contrast what is officially proposed with teachers actual practice at school. Objectives: 1. Try to detect if there is any coherence between Educational Transformation and actual group practices that educational transformation promotes. 2. To find out if a group is an alienating phenomenon or an encounter in the transformation process and what phenomena determine the integration or breaking off of its members. Results: A group space is interpreted as a continence space holding affective ties, the pedagogical task centered groups are fewer than others. There is a great difficulty to focus in heterogeneous groups strengthening the ties among the ones that share the same space and time. Economic difficulties as well as lack of times because requirements of the system as well as the lack of trust in others, obstruct the making of a group project. Conclusion: Nowadays at school there are a variety of groups that confront each other as regards the educational reform problems to face. The classroom isolation has deepened rivalry and intergroup isolation have also deepened. "Group" activities imposed by the educational transformation emphasize and teachers´ needs as well.

Palavras-chave : Teachers´group; Educationed Transformation.

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