The extension of the school day at the elementary level in the province of Corrientes from the perspective of the classroom

Abstract

The objective of this article is to describe and analyze the process of implementation and adaptation of the extension of the school day at the primary level in the province of Corrientes.
More time at the school is considered an opportunity to reinvent the classroom, reduce inequalities and close learning gap.
The work is based on a descriptive design, resorting to class observations, analysis of curricular documents (planning, notebooks, books and other teaching resources) and in-depth interviews with third grade teachers from four school in the province of Corrientes (Argentina)
There is a progressive appropriation of the training device implemented by the Ministry of Education. The joint proposed by the jurisdiction of different national and jurisdictional programs has enhanced the possibilities of development to one more hour. In most of the hours observed, it taught, it learned, and skills it strengthened and supported. Students. Much of the success of the time that was added depends on the strategies that the teacher implements, whether or not they correspond to the jurisdictional proposals. There is a demand from the Ministry for greater support with the implementation of more training courses and the production of more pedagogical documents.