Jornada Escolar Extendida en América Latina: evidencias, tensiones y condiciones para el aprendizaje
Extended School Day in Latin America: Evidence, Challenges, and Conditions for Learning
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Aguasvivas Encarnación, Arianny
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Bolívar, Venezuela : UBV
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Abstract
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La ampliación del tiempo escolar mediante la Jornada Escolar Extendida (JEE) y modalidades de tiempo completo se ha promovido en América Latina como estrategia para mejorar aprendizajes y reducir brechas. Este artículo presenta una revisión narrativa estructurada de artículos científicos publicados entre 2020 y 2025 y disponibles en SciELO, Dialnet y Redalyc, con el fin de sintetizar evidencia sobre la relación entre extensión de jornada, condiciones de implementación y aprendizaje. La búsqueda y selección se organizó mediante criterios explícitos de inclusión/exclusión y la síntesis se estructuró en tres ejes: (1) lecciones y tensiones de la extensión de jornada en la región; (2) evidencia sobre desarrollo/implementación y efectos educativos; y (3) condiciones habilitantes asociadas a formación docente, inclusión y capacidades institucionales.
Extending school hours through the Extended School Day (ESD) and full-time programs has been promoted in Latin America as a strategy to improve learning outcomes and reduce educational disparities. This article presents a structured narrative review of scientific articles published between 2020 and 2025 and available on SciELO, Dialnet, and Redalyc, with the aim of synthesizing evidence on the relationship between extended school hours, implementation conditions, and learning. The search and selection were organized using explicit inclusion/exclusion criteria, and the synthesis was structured around three themes: (1) lessons and challenges of extended school hours in the region; (2) evidence on development/implementation and educational effects; and (3) enabling conditions related to teacher training, inclusion, and institutional capacities.
Extending school hours through the Extended School Day (ESD) and full-time programs has been promoted in Latin America as a strategy to improve learning outcomes and reduce educational disparities. This article presents a structured narrative review of scientific articles published between 2020 and 2025 and available on SciELO, Dialnet, and Redalyc, with the aim of synthesizing evidence on the relationship between extended school hours, implementation conditions, and learning. The search and selection were organized using explicit inclusion/exclusion criteria, and the synthesis was structured around three themes: (1) lessons and challenges of extended school hours in the region; (2) evidence on development/implementation and educational effects; and (3) enabling conditions related to teacher training, inclusion, and institutional capacities.
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Keywords
JORNADA ESCOLAR EXTENDIDA, TIEMPO ESCOLAR, IMPLEMENTACIÓN EDUCATIVA, APRENDIZAJE ACADÉMICO, EQUIDAD EDUCATIVA, ENSEÑANZA, ESTUDIANTES, AMÉRICA LATINA
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páginas 109-120
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Aguasvivas Encarnación, Arianny. 2026. Jornada Escolar Extendida en América Latina: evidencias, tensiones y condiciones para el aprendizaje o Extended School Day in Latin America: Evidence, Challenges, and Conditions for Learning. Orinoco Pensamiento y Praxis. Revista arbitrada de Investigación Social, Diversidad Cultural y Poder Popular (26): 109-120.
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