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

Authors

  • Mariana Frechtel Universidad de Buenos Aires

DOI:

https://doi.org/10.35305/rece.v2i16.676

Keywords:

Educational Policies, Teacher training, Initial literacy, Political Analysis of the Discourse

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.

 

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Author Biography

Mariana Frechtel , Universidad de Buenos Aires

Licenciada en Ciencias de la Educación, Facultad de Filosofía y Letras, UBA. Profesora de Nivel Primario, Escuela Normal Superior Nº 2. Se encuentra realizando el doctorado en Ciencias de la Educación, UBA. Es becaria doctoral UBACyT (2017-2020), bajo dirección del Dr. Alejandro Vassiliades, con sede en el Instituto de Investigaciones en Ciencias de la Educación (IICE-FFyLUBA), en el marco del proyecto código N° 20020170100243BA dirigido por Dr. Daniel Suárez. Actualmente se desempeña como docente de la cátedra Didáctica General para los Profesorados en la Facultad de Filosofía y Letras, UBA. 

Published

2021-09-28

Versions

How to Cite

Frechtel , M. . (2021). Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies. Revista De La Escuela De Ciencias De La Educación, 2(16). https://doi.org/10.35305/rece.v2i16.676

Issue

Section

Artículos científico-académicos