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

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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...

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Autor principal: De Marco, Luciano
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Política educativa
Igualdad en educación
Formación docente
Escuela Secundaria
Obligatoriedad
Teaching work
Educational equality
Teacher training
High school
obligatory nature
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/675
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-675
record_format ojs
spelling I15-R208-article-6752021-09-28T13:25:13Z Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education Escuela secundaria y formación docente. Sentidos de la obligatoriedad en estudiantes de profesorado De Marco, Luciano Política educativa Igualdad en educación Formación docente Escuela Secundaria Obligatoriedad Teaching work Educational equality Teacher training High school obligatory nature 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. La masificación y obligatoriedad de la escuela secundaria —sancionada en el 2006— replanteó los sentidos de un nivel signado por la selectividad desde su fundación. Esto convoca a la realización de reformas, modificaciones y variaciones en múltiples dimensiones y escalas para el sistema educativo incluyendo a la formación docente. A partir de una investigación exploratoria cualitativa de tipo inductiva finalizada, este artículo indaga cuáles son los sentidos sobre la obligatoriedad que expresan los/as estudiantes de dos profesorados —uno universitario y otro en un Instituto Superior de Formación Docente— para el nivel secundario ubicados en el Conurbano Bonaerense de la provincia de Buenos Aires. Desde un enfoque posestructuralista y con las herramientas conceptuales provistas por el materialismo cultural y el análisis político del discurso se desprende en las conclusiones que el sentido dominante de obligatoriedad se desarticula de los puntos nodales —como inclusión educativa o derecho a la educación— del discurso pedagógico estatal que primó hasta el 2015. Esto pone de manifiesto el carácter precario de la fijación de sentidos y específicamente una desarticulación entre los desafíos pedagógicos de las políticas educativas y las exigencias pedagógico-didácticas del trabajo de enseñar en las escuelas secundarias masificadas.     Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/675 10.35305/rece.v2i16.675 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 16 (2021) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/675/587 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/675/588 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Política educativa
Igualdad en educación
Formación docente
Escuela Secundaria
Obligatoriedad
Teaching work
Educational equality
Teacher training
High school
obligatory nature
spellingShingle Política educativa
Igualdad en educación
Formación docente
Escuela Secundaria
Obligatoriedad
Teaching work
Educational equality
Teacher training
High school
obligatory nature
De Marco, Luciano
Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
topic_facet Política educativa
Igualdad en educación
Formación docente
Escuela Secundaria
Obligatoriedad
Teaching work
Educational equality
Teacher training
High school
obligatory nature
author De Marco, Luciano
author_facet De Marco, Luciano
author_sort De Marco, Luciano
title Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
title_short Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
title_full Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
title_fullStr Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
title_full_unstemmed Secondary school and teacher training. Teacher training student’s perception meaning of compulsory education
title_sort secondary school and teacher training. teacher training student’s perception meaning of compulsory education
description 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.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/675
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first_indexed 2023-05-11T18:48:22Z
last_indexed 2023-05-11T18:48:22Z
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