Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers
Initial and continuing teacher training has occupied a preponderant place in the agenda of pedagogical concerns and ideological and political interests that are condensed around education as a social phenomenon. Over the course of time, many processes have gone through, trying to implement different...
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2020
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9650 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9650_oai |
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I28-R145-9650_oai2022-11-24 Porta, Luis Aguirre, Jonathan 2020 Initial and continuing teacher training has occupied a preponderant place in the agenda of pedagogical concerns and ideological and political interests that are condensed around education as a social phenomenon. Over the course of time, many processes have gone through, trying to implement differentiated training projects with their own characterizations. In this sense, experiences can be identified that had different intentions of base, and varied intensities in their effects, but that left traces that today survive in the institutions, in the provincial educational systems and in the subjects themselves. In this article we will recover the project “Polos de Desarrollo” as part of an public policy for teacher education based on the narratives of the actors involved. For this purpose the biographical-narrative approach will be used, since it gives the possibility to reconstruct and reorganize the experience of the subjects through their own narratives, attributing meanings to the past in relation to the present and to the personal conceptions. Such public policy lacks visibility in local academic productions, hence the centrality of recovering their wealth and their contributions to teacher training. La formación docente inicial y continua ha ocupado un lugar preponderante en la agenda de las preocupaciones pedagógicas y en los intereses ideológicos y políticos que se condensan en torno a la educación como fenómeno social. A lo largo del tiempo han transcurrido múltiples procesos que procuraron poner en marcha proyectos de formación diferenciados y con caracterizaciones propias. En este sentido, pueden identificarse experiencias que tuvieron diferentes intenciones de base, e intensidades variadas en sus efectos, pero que dejaron huellas que hoy perviven en las instituciones, en los sistemas educativos provinciales y en los propios sujetos. En el presente artículo recuperamos el proyecto “Polos de Desarrollo” como parte de una política pública para la formación docente a partir de las narrativas de los propios actores implicados. Para ello se utilizará el enfoque biográfico-narrativo, ya que otorga la posibilidad reconstruir y reorganizar la experiencia de los sujetos a través de sus propios relatos, atribuyendo significados al pasado con relación al presente y a las concepciones personales. Dicha política pública carece de visibilidad en las producciones académicas locales, de allí la centralidad de recuperar su riqueza y sus aportes a la formación de profesores. application/pdf http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9650 10.34096/iice.n47.9650 2451-5434 0327-7763 spa Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9650/8430 Revista del IICE; Núm. 47 (2020) higher education public politics teacher training development poles narratives educación superior políticas públicas formación docente polos de desarrollo narrativas Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers Usina de experiencias: políticas públicas, formación docente y Polos de Desarrollo desde las narrativas de los gestores del proyecto info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9650_oai |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-145 |
| collection |
Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
| orig_language_str_mv |
spa |
| topic |
higher education public politics teacher training development poles narratives educación superior políticas públicas formación docente polos de desarrollo narrativas |
| spellingShingle |
higher education public politics teacher training development poles narratives educación superior políticas públicas formación docente polos de desarrollo narrativas Porta, Luis Aguirre, Jonathan Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| topic_facet |
higher education public politics teacher training development poles narratives educación superior políticas públicas formación docente polos de desarrollo narrativas |
| description |
Initial and continuing teacher training has occupied a preponderant place in the agenda of pedagogical concerns and ideological and political interests that are condensed around education as a social phenomenon. Over the course of time, many processes have gone through, trying to implement differentiated training projects with their own characterizations. In this sense, experiences can be identified that had different intentions of base, and varied intensities in their effects, but that left traces that today survive in the institutions, in the provincial educational systems and in the subjects themselves. In this article we will recover the project “Polos de Desarrollo” as part of an public policy for teacher education based on the narratives of the actors involved. For this purpose the biographical-narrative approach will be used, since it gives the possibility to reconstruct and reorganize the experience of the subjects through their own narratives, attributing meanings to the past in relation to the present and to the personal conceptions. Such public policy lacks visibility in local academic productions, hence the centrality of recovering their wealth and their contributions to teacher training. |
| format |
Artículo publishedVersion Artículo revisado por pares |
| author |
Porta, Luis Aguirre, Jonathan |
| author_facet |
Porta, Luis Aguirre, Jonathan |
| author_sort |
Porta, Luis |
| title |
Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| title_short |
Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| title_full |
Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| title_fullStr |
Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| title_full_unstemmed |
Usina de experiencias: public policies, teacher training and Development Poles from the narratives of the project managers |
| title_sort |
usina de experiencias: public policies, teacher training and development poles from the narratives of the project managers |
| publisher |
Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA |
| publishDate |
2020 |
| url |
http://revistascientificas.filo.uba.ar/index.php/iice/article/view/9650 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=9650_oai |
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