Publication: Una política de formación del profesorado en Argentina. Potencias pedagógicas y narrativas sensibles en Institutos Superiores de Formación Docente
Authors
Aguirre, Jonathan ; Porta, Luis
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Publisher
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DOI
https://doi.org/10.47553/rifop.v96i35.1.80348
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info:eu-repo/semantics/article
Description
Abstract
El presente artículo se desprende de una investigación doctoral en el campo de las políticas educativas de
formación docente argentina. El objetivo de la indagación fue interpretar las potencialidades y tensiones que asumió el programa “Polos de Desarrollo” (2000-2010) en el devenir de su despliegue en los diversos niveles (macromeso y micro) de su concreción territorial. Metodológicamente, el objeto de estudio es abordado no
solo desde el clásico análisis documental y normativo de
las políticas, sino desde las voces, experiencias y prácticas
de los sujetos que intervinieron en su planificación
nacional y su puesta en acto provincial y local. En este
sentido, el enfoque biográfico-narrativo se presentó como
camino metodológico coherente para la indagación de las
políticas desde coordenadas interpretativas que recuperan
el rol del sujeto en sus diferentes etapas de realización. El
escrito presentado aquí analiza las potencias pedagógicas y
las experiencias sensibles que se suscitaron en un Instituto
de Formación de Profesores en el contexto del programa
analizado. Los resultados arrojan que Polos de Desarrollo,
mediante la realización de talleres narrativos, seminarios,
producciones lúdicas, trabajo en red colaborativo
interinstitucional e innovaciones democráticas y didácticas
se configuró en un programa significativo para el
fortalecimiento de la formación de maestros y de sus
propias prácticas de enseñanza. El estudio, al situarse
epistémica y metodológicamente en el campo de políticas
educativas desde las voces y prácticas de los sujetos
posibilita alcanzar una dimensión analítica más humana
que estimula nuevas indagaciones en el campo de estudio
de la formación docente.
This article stems from a doctoral research in the field of Argentine teacher training educational policies. The objective of the investigation was to interpret the potentialities and tensions assumed by the "Development Poles" program (2000-2010) in the course of its deployment at the various levels (macro-meso and micro) of its territorial concretion. Methodologically, the object of study is approached not only from the classic documentary and normative analysis of policies, but from the voices, experiences and practices of the subjects who intervened in its national planning and its implementation in the provincial and local areas. In this sense, the biographical-narrative approach was presented as a coherent methodological path for the investigation of policies from interpretive coordinates that recover the role of the subject in its different stages of realization. The paper presented here analyzes the pedagogical powers and the sensitive experiences that arose in a Teacher Training Institute in the context of the program analyzed. The results show that Poles of Development, through the realization of narrative workshops, seminars, playful productions, inter-institutional collaborative networking and democratic and didactic innovations, was configured into a significant program for the strengthening of teacher training and their own teaching practices. teaching. The study, by placing itself epistemically and methodologically in the field of educational policies from the voices and practices of the subjects, makes it possible to reach a more human analytical dimension that stimulates new inquiries in the field of study of teacher training
This article stems from a doctoral research in the field of Argentine teacher training educational policies. The objective of the investigation was to interpret the potentialities and tensions assumed by the "Development Poles" program (2000-2010) in the course of its deployment at the various levels (macro-meso and micro) of its territorial concretion. Methodologically, the object of study is approached not only from the classic documentary and normative analysis of policies, but from the voices, experiences and practices of the subjects who intervened in its national planning and its implementation in the provincial and local areas. In this sense, the biographical-narrative approach was presented as a coherent methodological path for the investigation of policies from interpretive coordinates that recover the role of the subject in its different stages of realization. The paper presented here analyzes the pedagogical powers and the sensitive experiences that arose in a Teacher Training Institute in the context of the program analyzed. The results show that Poles of Development, through the realization of narrative workshops, seminars, playful productions, inter-institutional collaborative networking and democratic and didactic innovations, was configured into a significant program for the strengthening of teacher training and their own teaching practices. teaching. The study, by placing itself epistemically and methodologically in the field of educational policies from the voices and practices of the subjects, makes it possible to reach a more human analytical dimension that stimulates new inquiries in the field of study of teacher training
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Citation
Revista interuniversitaria de formación del profesorado, V. 35, N. 96 (1), 2021
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