6 DE CADA 10 FAMILIAS INFORMAN QUE SUS HIJOS PERDIERON DÍAS DE CLASE EN 2022
En una encuesta nacional, el 60,8% de las madres encuestadas afirmaron que sus hijos tuvieron interrupciones en el calendario escolar de primaria durante el primer semestre. La cifra es mucho más alta en las escuelas estatales (75,8%) que en las privadas (34,1%). El motivo más mencionado: las jornadas pedagógicas.
Según los resultados de la Encuesta Nacional Escolar, el 60,8% de las madres consultadas informan que sus hijos perdieron días de clase en primaria durante el primer semestre del año. La interrupción de la continuidad escolar fue mayor en las escuelas estatales (donde el 75,8% de las familias reportan interrupciones) que en las escuelas de gestión privada (donde la cifra es menos de la mitad: 34,1%).
Los datos surgen del informe “Continuidad escolar: pérdida de días de clases durante el primer semestre de 2022”, del Observatorio de Argentinos por la Educación, con autoría de Guillermina Tiramonti (FLACSO Argentina), Gabriela Catri y Eugenia Orlicki (Observatorio de Argentinos por la Educación). El informe se basa en la Encuesta Nacional Escolar (ENE), realizada en julio a una muestra representativa de 500 madres de todo el país con hijos en la escuela primaria (estatal y privada).
En Argentina no hay información pública disponible que permita monitorear el cumplimiento efectivo de los días de clases. El cuestionario implementado en la ENE puso especial foco en la continuidad escolar. Los resultados del informe reflejan la percepción de las encuestadas respecto de las principales causas que explican las interrupciones escolares durante la primera mitad del ciclo escolar 2022.
El 21% de las madres encuestadas afirmaron que sus hijos perdieron más de 10 días de clase durante el primer semestre. El 18% respondió que se perdieron entre 6 y 10 días, y el 21% informó menos de 5 días. En las escuelas de gestión estatal, a las que asisten estudiantes de sectores socioeconómicos más bajos, las madres reportaron en promedio más días de clases perdidos.
Las jornadas pedagógicas son identificadas como el principal motivo de pérdida de clases (las menciona el 31% de las encuestadas), seguidas por los paros docentes (28%) y los problemas climáticos (13%). En este sentido Guillermina Tiramonti, coautora del informe, advierte sobre “la falta de un sistema de contratación docente que contemple un tiempo de trabajo dedicado a los temas institucionales y a la capacitación en servicio”.
Al dividir las respuestas por sector de gestión (estatal o privada), se observan diferencias en las causas de interrupción de clases. En las escuelas estatales, el principal motivo son los paros docentes (32%), seguidos por las jornadas pedagógicas (30%). En las escuelas privadas, en cambio, encabezan los motivos las jornadas pedagógicas (46%), seguidas por problemas climáticos (12%) y paros docentes (12%).
Según Tiramonti, “Jesús Martín-Barbero, teórico de la comunicación, solía decir que ‘la realidad viene tejida junta’, para dar cuenta de la interrelación existente entre todos los elementos de la realidad social y la necesidad de que esta sea analizada desde una óptica compleja. Este informe da cuenta de la colisión existente entre la práctica reivindicativa de derechos usada por el sindicalismo y el derecho de los chicos más humildes al aprendizaje. No hay un solo modo de reivindicar derechos y es evidente que el adoptado por el sindicalismo debe ser revisto para evitar el impacto negativo sobre la justa distribución de los aprendizajes”.
“Se les pide a los docentes trabajar en equipo, pero para hacerlo hay que suspender las clases. El sistema atrasa en todo; no solo es el currículum, sino también la organización y gestión para la mejora de los aprendizajes –plantea María Cristina Gómez, directora de la Red de Educadores Innovadores–. Necesitamos abordar el tema de fondo: el sistema y la carrera docente. La autonomía escolar de la que siempre hablamos, entre otras cosas, permite contar con el personal a tiempo completo, con una organización del trabajo frente al aula y en el resto de las tareas que hacen sostenible y eficiente el sistema sin que los alumnos pierdan horas de clase”.
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