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

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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, accoun...

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Autor principal: Frechtel , Mariana
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Políticas educativas
Formación docente
Alfabetización inicial
Análisis Político del discurso
Educational Policies
Teacher training
Initial literacy
Political Analysis of the Discourse
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/676
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Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-676
record_format ojs
spelling I15-R208-article-6762021-09-28T13:25:13Z Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies Formación docente en alfabetización inicial en los inicios de siglo: sentidos en disputa en la producción de políticas públicas Frechtel , Mariana Políticas educativas Formación docente Alfabetización inicial Análisis Político del discurso Educational Policies Teacher training Initial literacy Political Analysis of the Discourse 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.   Este artículo se propone explorar las políticas de formación docente en alfabetización inicial desarrolladas en Argentina por el Gobierno de la Ciudad Autónoma de Buenos Aires y por el Instituto Nacional de Formación Docente desde su creación en el año 2007. Las acciones y programas, objeto de análisis, dan cuenta de modos particulares de inclusión de la alfabetización inicial en la agenda política de las últimas décadas. El recorrido por las políticas públicas puestas en acto por dos gobiernos diferentes permite reconocer la naturaleza compleja y conflictiva de la producción de políticas educativas de formación docente. Para ello, por un lado, se recupera la perspectiva posestructuralista de Mouffe (2007) que concibe lo político como la dimensión de antagonismo que constituye la sociedad. Por el otro, la de los ciclos de las políticas de Ball (2002) sobre los distintos contextos en los que se definen y se ponen en acto las políticas públicas. Se propone una mirada que se distancia de considerar las políticas como algo que se fija en una normativa, sino que las considera producto de disputas, en contextos específicos de producción que fijan sentidos particulares, precarios y temporales, en relación a la docencia y las prácticas alfabetizadoras. 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/676 10.35305/rece.v2i16.676 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/676/585 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/676/586 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 Políticas educativas
Formación docente
Alfabetización inicial
Análisis Político del discurso
Educational Policies
Teacher training
Initial literacy
Political Analysis of the Discourse
spellingShingle Políticas educativas
Formación docente
Alfabetización inicial
Análisis Político del discurso
Educational Policies
Teacher training
Initial literacy
Political Analysis of the Discourse
Frechtel , Mariana
Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
topic_facet Políticas educativas
Formación docente
Alfabetización inicial
Análisis Político del discurso
Educational Policies
Teacher training
Initial literacy
Political Analysis of the Discourse
author Frechtel , Mariana
author_facet Frechtel , Mariana
author_sort Frechtel , Mariana
title Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
title_short Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
title_full Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
title_fullStr Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
title_full_unstemmed Teacher training in initial literacy at the beginning of the century: Disputed senses in the production of public policies
title_sort teacher training in initial literacy at the beginning of the century: disputed senses in the production of public policies
description 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.  
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/676
work_keys_str_mv AT frechtelmariana teachertrainingininitialliteracyatthebeginningofthecenturydisputedsensesintheproductionofpublicpolicies
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first_indexed 2023-05-11T18:48:22Z
last_indexed 2023-05-11T18:48:22Z
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