Tensiones y traducciones en las políticas curriculares para la formación docente en Argentina.
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Universidad de Vale do Rio dos Sinos (UNISINOS)
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Las políticas curriculares concentran en su trama discursiva la traducción y la
contextualización. Argentina, que posee políticas curriculares federales, reparte sus decisiones
desde el Ministerio de Educación y Deportes (MEyD) hacia los Ministerios de Educación de
las 24 jurisdicciones. Estos últimos elaboran medidas hacia las instituciones educativas para
que éstas lleguen al profesor en el aula. El círculo vuelve a cerrarse en el MEyD a la hora
de legitimar con validez nacional las producciones curriculares jurisdiccionales. Este artículo
trata sobre las tensiones y la traducción de ideas concentradas entre las políticas curriculares
nacionales y las producciones locales como las santafesinas en lo referido a la producción de
diseños curriculares jurisdiccionales para la formación docente. Analiza los intersticios que
proporcionan los poderes de decisión del curriculum en Formación Docente entre 2006-2015
desde una perspectiva posmoderna y posestructuralista.
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.
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.
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