Tensions and translations in curriculum policies for teacher education in Argentina

Authors

  • Silvia Morelli Universidad Nacional de Rosario
  • Erica Iturbe Universidad Nacional de Rosario

DOI:

https://doi.org/10.4013/edu.2018.221.14714

Abstract

Curriculum policies concentrate translation and contextualization in their discursive framework. Argentina, which has federal curricular policies, distributes its decisions from the Ministry of Education and Sports (MEyD) to the Ministries of Education of the 24 jurisdictions. The latter develop measures towards educational institutions so that they reach the teacher in the classroom. The circle closes again in the MEyD in order to legitimize with national validity the jurisdictional curricular productions. This article deals with the tensions and the translation of ideas concentrated between national curricula policies and local productions such as Santa Fe in relation to the production of jurisdictional curricular designs for teacher training. It analyzes the interstices that provide the decision-making powers of the curriculum in Teacher Training between 2006–2015 from a postmodern and poststructuralist perspective.

Keywords: teacher training, curricular policies, interstices.

Author Biographies

Silvia Morelli, Universidad Nacional de Rosario

Doctora en Humanidades y Artes con mención en Ciencias de la Educación de la Universidad Nacional de Rosario. Directora del Centro de Estudios e Investigaciones sobre el Curriculum y la Didáctica CEICyD y Profesora Titular del Área del Curriculum. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario.

Erica Iturbe, Universidad Nacional de Rosario

Magíster en Políticas y Gestión de la Educación Superior de la Universidada Nacional de Rosario. Miembro del Centro de Estudios e Investigaciones sobre el Curriculum y la Didáctica de la Facultad de Humanidades y Artes (UNR). Docente del Servicio de Pedagogía Universitaria de la Facultad de Ciencias Bioquímicas y Farmacéuticas de la Universidad Nacional de Rosario.

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Published

2018-01-27

Issue

Vol. 22 No. 1 (2018): January/March

Section

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

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