Régimen Académico y Educación Secundaria: Procesos de recontextualización y tensiones en la gestión y culturas escolares

The change in the Academic Regime (AR) of the Secondary Education in the province of Buenos Aires, Argentina, which initiated as a regulation in 2011, was part of a national and provincial education policy, aimed at ensuring compulsory schooling at the secondary level in terms of the right to education. This article is the result of a qualitative educational research in which the prescriptive aspects of the aforementioned resolution and its possible pedagogical-teaching implications are analyzed. On the other hand, the representations of different actors of the educational system that are put at stake when managing and implementing the AR at the system level (inspectors) and at the institutional level (managers and teachers) are investigated. This research focuses on the scope and limits of the AR to impact the inheritances and traditions that run through school management and teaching practices with regard to the treatment of school careers.