Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults

This work is part of a doctoral thesis that studies educational institutions in primary education for young people and adults. It focuses on the study, in its socio-historical context of production, of the jurisdictional curricular design as a regulator of practices in schools, analysing the ways in...

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Autor principal: Ithuralde, Raul Esteban
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Católica de Córdoba. Facultad de Educación 2025
Materias:
young and adult education
curriculum
racism
educación de jóvenes y adultos
currículum
racismo
Acceso en línea:https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6093
Aporte de:
Diálogos pedagógicos de Universidad Católica de Córdoba
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spelling I38-R392-article-60932025-10-31T13:11:15Z Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults Neoliberalismo y racismo institucional desde la mirada de un diseño curricular de la educación primaria de personas jóvenes y adultas Ithuralde, Raul Esteban young and adult education curriculum racism educación de jóvenes y adultos currículum racismo This work is part of a doctoral thesis that studies educational institutions in primary education for young people and adults. It focuses on the study, in its socio-historical context of production, of the jurisdictional curricular design as a regulator of practices in schools, analysing the ways in which it represents education in the modality and the people to whom it is addressed. We find a discourse that articulates elements of neoliberalism and conservative moral positions, in which the population of Santiago del Estero is essentialised and the population demanding the modality is racialised and minoritised, proposing a compensatory type of education. There is an association between these forms of social classification and the interventions proposed to teachers. Thus, from these margins of the Argentinean educational policy, it is possible to re-evaluate the political-pedagogical-didactic and situated reflection on teaching. Este trabajo es parte de una tesis doctoral que estudia las instituciones de la educación primaria de personas jóvenes y adultas. Aquí se focaliza en el análisis, en su contexto sociohistórico de producción, del diseño curricular jurisdiccional como regulador de las prácticas en las escuelas y se caracterizan las formas en que representa la educación en la modalidad y a las personas destinatarias. Se encuentra un discurso que, en su fundamentación, articula elementos del neoliberalismo y de posiciones conservadoras en lo moral, en el cual se esencializa a la quienes habitan la provincia de Santiago del Estero y se racializa y minoriza a la población demandante de la modalidad. En su conjunto, se propone una educación de tipo compensadora. Se observa una asociación entre estas formas de clasificación social y las intervenciones propuestas al personal docente. Así, desde estos márgenes de la política educativa argentina, es posible revalorizar la reflexión político-pedagógica-didáctica y situada sobre la enseñanza.  Universidad Católica de Córdoba. Facultad de Educación 2025-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6093 10.22529/dp.2025.23(46)07 Diálogos Pedagógicos; Vol. 23 Núm. 46 (2025): octubre 2025 - marzo 2026; 110-128 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6093/8836 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6093/8837 Derechos de autor 2025 Raul Esteban Ithuralde https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Católica de Córdoba
institution_str I-38
repository_str R-392
container_title_str Diálogos pedagógicos
language Español
format Artículo revista
topic young and adult education
curriculum
racism
educación de jóvenes y adultos
currículum
racismo
spellingShingle young and adult education
curriculum
racism
educación de jóvenes y adultos
currículum
racismo
Ithuralde, Raul Esteban
Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
topic_facet young and adult education
curriculum
racism
educación de jóvenes y adultos
currículum
racismo
author Ithuralde, Raul Esteban
author_facet Ithuralde, Raul Esteban
author_sort Ithuralde, Raul Esteban
title Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
title_short Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
title_full Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
title_fullStr Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
title_full_unstemmed Neoliberalism and Institutional Racism from the Perspective of a Curriculum Design for Primary Education of Young People and Adults
title_sort neoliberalism and institutional racism from the perspective of a curriculum design for primary education of young people and adults
description This work is part of a doctoral thesis that studies educational institutions in primary education for young people and adults. It focuses on the study, in its socio-historical context of production, of the jurisdictional curricular design as a regulator of practices in schools, analysing the ways in which it represents education in the modality and the people to whom it is addressed. We find a discourse that articulates elements of neoliberalism and conservative moral positions, in which the population of Santiago del Estero is essentialised and the population demanding the modality is racialised and minoritised, proposing a compensatory type of education. There is an association between these forms of social classification and the interventions proposed to teachers. Thus, from these margins of the Argentinean educational policy, it is possible to re-evaluate the political-pedagogical-didactic and situated reflection on teaching.
publisher Universidad Católica de Córdoba. Facultad de Educación
publishDate 2025
url https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6093
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first_indexed 2025-11-15T05:04:42Z
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