English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolEl modelo de escuelas secundarias integradas o polivalentes es una opcion de organizacion escolar presente en los sistemas educativos de America Latina que congrega en un mismo entorno institucional la oferta tradicional de tipo academica y la educacion tecnica profesional. A partir de material cualitativo, este articulo analiza la experiencia de cuatro establecimientos polivalentes en Santiago de Chile, e identifica las estrategias institucionales de organizacion y distribucion de los estudiantes entre ambas alternativas formativas. Si bien los hallazgos sugieren que el modelo polivalente no logra modificar sustancialmente la segmentacion existente en el sistema en su conjunto, es posible rescatar estrategias para resolver esta dualidad, principalmente aquellas destinadas a favorecer un mayor equilibrio en la valoracion de la oferta academica y tecnico profesional, que pueden resultar de gran relevancia para propiciar sistemas educativos mas integrados y que reconozcan y canalicen los diferentes intereses y aspiraciones de los estudiantes. EnglishThe model of integrated or polyvalent secondary schools is an option in school organization found in educational systems in Latin America, which combines in a common institutional setting traditional academic offerings and vocational training. Using qualitative material, this article analyzes the experience of four polyvalent establishments in Santiago de Chile, and identifies institutional strategies for organization and distribution of students between the two developmental alternatives. Although the findings suggest that the polyvalent model fails to substantially alter the existing segmentation in the system as a whole, it is possible to employ strategies to overcome the duality, mainly those which seek to favor greater balance in the valuation of academic and vocational curricula, which may prove highly relevant for the promotion of more integrated educational systems which recognize and channel the different interests and aspirations of students.

Segmentación entre educación técnica y académica en escuelas secundarias integradas