Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education

Abstract

The widespread growth and obligatory nature of secondary school —sanctioned in 2006— rethought the senses of a level marked by selectivity since its foundation. This created challenges in multiple dimensions and scales for the educational system, including the teacher training. Based on a completed qualitative inductive research, this article investigates the meanings of the compulsory nature expressed by the students of two teacher training - one university and the other in a Higher Institute of Teacher Training -for the secondary level located in the Conurbano Bonaerense of the province of Buenos Aires. From a poststructuralist approach and with the conceptual tools provided by the political analysis of discourse, in particular the concept of teaching positions, it follows in the conclusions that the dominant sense of obligation is disarticulated from the nodal points —such as educational inclusion or the right to education— of the State pedagogical discourse that prevailed until 2015. This highlights the precarious and not necessary character in the fixing of meanings and specifically a disarticulation between the pedagogical challenges of educational policies and the pedagogical-didactic demands of the work of teaching in current secondary schools.