La dirección escolar en Argentina: reconfiguraciones del rol en contextos inciertos

this paper presents the partial results of a research that is part of the author's doctor's dissertation on the logics of action that prioritize the directors of school intended to the poor. it asserts that school directory is a key factor to perpetuate or revert students' exclusion and vulnerability. it focuses on the reconstruction of the professional experience of directors on a same education level, based on the theories of action. it deepens a previous line of research on school management in the tercer ciclo de la educación general básica (egb3), within the education reform promoted in the 1990s.