A historical review of the meanings of teacher training policies in Argentina (1958-2015).

Abstract

In this paper we propose to describe and analyse the signifiers that tried to guide teacher training from the prescription of certain educational policies. Thus, we will carry out a historization that allows us to visualize the particular value that certain signifiers occupied in these discursive practices, assuming that they were hegemonic in certain historical periods, associated, in turn, to different models of State. To this end, we will examine three specific moments in argentine history, analysing the signifiers that organised them in an attempt to establish a discourse on professional identity. The epistemological option is approached from foucauldian studies as well as from Political Discourse Analysis, as a post-foundational and non-essentialist perspective, taking up the notions of discourse, identity, hegemony and interpellation. We proceeded to survey and compile documentary sources related to the educational policy and the circulars and communications produced in relation to its implementation. First, we describe the modernising discourse associated with the state model deployed from the 1960s onwards, which, we argue, was reconfigured, reinforcing some of its meanings, during the neoliberal state model of the late twentieth century and its consequent social, economic and political crisis, to conclude with an analysis of the educational discourse of the kirchnerist government administrations (2003-2015), where we assume that inclusion and the social right to education, in the broader framework of a reconfiguration of the role of the state, occupied centre stage.