Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies

Abstract

This article proposes to explore the policies of teacher training in initial literacy developed in Argentina by the Government of the Autonomous City of Buenos Aires and by the National Institute of Teacher Training since its creation in 2007. The actions and programs, the object of analysis, account for particular modes of inclusion of initial literacy in the political agenda of the last decades. The walkthrough of the public policies implemented by two different governments allows us to recognize the complex and conflictive nature of the production of educational policies for teacher training.

For this, on the one hand, the poststructuralist perspective of Mouffe (2007) is recovered, which conceives the political as the dimension of antagonism that constitutes society. On the other, that of Ball (2002) policy cycles on the different contexts in which public policies are defined and implemented. A point of view is proposed that distances itself from considering policies as something that is fixed in regulation but rather considers them the product of disputes, in specific production contexts that sets particular, precarious, and temporary meanings, concerning teaching and practices literacy teachers.