Lógicas contradictorias en la construcción social del trabajo docente en Argentina. Etnografía del Cuaderno de Actuación Profesional
This paper deals with everyday ways of teaching evaluation as a main aspect in the analysis of the historical dimension of teaching task identity. An analysis of the "Cuaderno de Actuación Profesional” (Notebook of Professional Performance) as a particular kind of rethoric used in schools, will...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2000
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/CAS/article/view/4680 |
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| Sumario: | This paper deals with everyday ways of teaching evaluation as a main aspect in the analysis of the historical dimension of teaching task identity. An analysis of the "Cuaderno de Actuación Profesional” (Notebook of Professional Performance) as a particular kind of rethoric used in schools, will enable a periodized description of the political meanings of such work through a “quasi-document” produced in school context. The peculiarity of colloquial style with wich the “Cuaderno” is written is congruent with school life’s orality, and thus it is legitimized. Its analysis unveils a hypothesis that schooling is at the same time a strong political institution and a Childhood world with family and household relations. These features inhibit objective evaluation of specific teaching practice in relation to knowledge. Instead of a limitation, according to professional model, this is an emergent for critic and school changing potential. |
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