The government of Santa Fe advances in the consolidation of its single compulsory trajectory pedagogical model

Within this framework, the Minister of Education Adriana Cantero, accompanied by the Secretary of Education, Victor Debloc and the three undersecretaries of compulsory levels, initial, primary and secondary, are the hosts of the meetings. The centrality of this proposal is found in the definition of the obligatory trajectory as a single trajectory, which begins in the 4-year class of the initial level and ends in the last year of the secondary level.


Unique, singular and unrepeatable trajectory

The care of the trajectories begins at the initial level, where it is necessary to guarantee entry and permanence in the 4-year sections and its continuity in the 5-year sections, promoting the link with families and inter-institutional networks, and in turn strengthening methodologies of the level that enable initial literacy. This stage, which is unique and unrepeatable, is where the first bridge is made between the private and the public in the socialization of childhood and the passage to the primary level is ensured.

The Undersecretary of Initial Education Rosa Ana Cenchamaintained that “we are going through propitious and necessary times for the construction of collective strategies that convene, sustain and become institutionalized in terms of rights and guarantees for the beginnings of the unique trajectory”.

At the primary level, literacy and the guarantee of fundamental learning that will be the basis of the continuity of learning throughout life is of great importance. In a joint effort between the Nation and the province, educational policies are articulated that focus on institutional literacy projects and on the intensification of teaching in the areas of language, mathematics, science and technology. The Ministry of Education of Santa Fe develops training instances with the participation of teachers, managers, supervisors and pedagogical technical teams.


To guarantee the material conditions, this articulated work carries out an important investment of resources: the pedagogical notebooks and the Language and Mathematics manuals that each primary student received from the “Books to learn” line and the collections of the National Reading Plan, also from In October, more than 15,500 teaching hours were created for the implementation of Plan 25 (which made it possible for 73% of primary schools in Santa Fe to have been able to extend the school day from 20 to 25 hours per week).

“The public school is a space for socialization, but fundamentally the environment par excellence where every day the bread of culture is kneaded, built, shared and distributed with educational justice and affective justice. Placing the school in the centrality of public policies means empowering educational communities to weave a network around childhoods, capable of sustaining, guaranteeing the continuity and completion of all educational trajectories”, said Ubaldo López, for his part. Undersecretary of Primary Education.

A proposal to develop quality learning

Along the same lines, for the Secretary of Education, Victor Debloc, “netbooks, tablets, cell phones distributed; the language and mathematics books, those of the National Reading Plan, the machines and tools of the training environments of the technical schools, are ordered and interact in the pedagogical proposal to develop quality learning. The pedagogical notebooks, the music and physical education kits, the pedagogical backpacks and the online and face-to-face training proposals for teachers developed in 2020, 2021 and 2022 had a pedagogical and didactic framework to promote relevant and meaningful learning. They are proposals and resources anchored for the intensification of teaching at the end of the pandemic. We defend and take care of education in Santa Fe with a comprehensive perspective and with sustained investments in educational resources, income and promotion contests, and in educational infrastructure.”

The care of the articulation between the primary level and the secondary level constitutes a careful and systematic work. In this way, a model of continuous advancement is proposed for the secondary level, where the fundamental learning that allows gradual growth in the approval of all the years proposed for this journey are built. In these terms, the secondary school constitutes a significant pedagogical unit with a flexible academic structure that provides answers to the heterogeneity of ways of appropriating knowledge.

This educational level proposes tools to order, articulate and integrate school regulations delimiting areas of intervention, collective and individual responsibilities and forms of institutionalization of pedagogical work for directors, teachers and students. For Gregorio ViettoUndersecretary of Secondary Education, “it is not about making the trajectory of the students more flexible at the level, but about designing a device with new school formats where everyone can learn more and better.”

This planning is the result of different processes of dialogue and educational learning in recent years. The debate spaces began in 2020 with the territorial tables, in which more than 1,500 people belonging to civil society, unions, public officials and teachers participated. In these tours, the first clues were found that announced the need for a profound update of the school, with special attention to the secondary school.

During the year 2021, in the context of the pandemic, the Minister of Education held virtual meetings with all the management teams of the province, which were replicated in person and agreed with the level supervisors in 2022, with coordination in this case. from Gregorio Vietto.

student voices

Since February 2020, territorial roundtables have been held with children and adolescents. Throughout 2020, dialogue has been held with the students in the framework of a consultation carried out by the ministry and which was worked on with teachers in the classroom and through the development of territorial roundtables. led by the Provincial Directorate of Equity and Law, which toured the 19 departments of the province. “There, more than 1,100 students (from 1st to 6th year) representing 355schools (of all modalities, public and private management) of 166 municipalities expressed their interests and expectations in relation to an educational policy that accommodates and listens to them”, said the head of the management, Vanina Flesia.

Dialogue with unions

The Ministry of Education leads weekly technical joint roundtables with all the teaching unions, in order to discuss pedagogical and educational definitions that involve the teaching group and they will be held throughout this year.

“A better school is possible with greater strength and capacity to respond to the needs of children and adolescents of our time, but also to the requirements of the different actors, educators and the entire community, and that is possible with a collective work, with the necessary courage to give answers to the students who are requesting and demanding strategies for care, teaching and strengthening of the complex knowledge required to live in a difficult world that they are also called to transform”. said Minister Adriana Cantero.

The government of Santa Fe advances in the consolidation of its single compulsory trajectory pedagogical model