Configurations of initial teacher training in Argentina (2015-2019): from competences to results manufacturing

Abstract

Advanced the first decade of the two thousand years to the present, teacher training policies in Argentina are configured through the discursive modality of National Teacher Training Plans, representing a change in relation to the formulation of study plans and training programs of the last decades of the 20th century.
In this production we analyze from a political discursive perspective, in line with the Theory of Discourse and Political Analysis of Discourse, the National Plan for Teacher Training 2015-2019, among other documents and official regulations of the period. This set of texts is embedded in the discourse of policies for initial teacher training, organized around the privileged signifier of professional competencies in the curriculum.
Starting from the privileged signifier, we recognize the outlining of a device for manufacturing results that seeks, on the one hand, to account for an inefficiency of the current initial teacher training and, on the other, guides the improvement of efficiency towards the setting of standards based on professional competencies. From the products of this device we can recognize the traces of an identification model from which the different positions of the training system are challenged, in line with the neoliberal trends of standardization and efficiency imposed at the regional level from hegemonic countries.