Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future
The Secondary Federal 2030 curricular policy, developed by Argentina’s Ministry of Education, Culture, Science, and Technology between 2015 and 2019, sought to renew secondary education in response to 21st-century challenges. Although designed as a macro-policy with intentions of innovation, this po...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2025
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895 |
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| Sumario: | The Secondary Federal 2030 curricular policy, developed by Argentina’s Ministry of Education, Culture, Science, and Technology between 2015 and 2019, sought to renew secondary education in response to 21st-century challenges. Although designed as a macro-policy with intentions of innovation, this policy reflected a technical and neoliberal approach, prioritizing competencies and innovation with an emphasis on the economic and market aspects over values like social equity. This analysis explores how postmodern and poststructuralist thought can offer new perspectives for understanding and implementing these policies. Postmodern thought criticizes grand narratives and fixed structures, while poststructuralism examines power relations and the changing meaning in political discourses. These approaches advocate for greater flexibility and adaptability in policy-making, recognizing diversity and local needs. By applying a poststructuralist approach, a more equitable and relevant education is promoted, empowering communities and fostering the development of critical and creative capacities. Thus, the curricular policies can become a driver for social change, facilitating the transformation of secondary education towards a more inclusive and participatory model. |
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