Educational Policies and modes of teaching in Argentina: a review of the impositions and resistance between reproduction and emancipation
DOI:
https://doi.org/10.5007/2175-795x.2008v26n2p401Abstract
This paper analyzes some of the possible relations between educational policy and the work of teachers in Argentina, based on an historic reconstruction of the relations between the norms that have regulated the educational system and their connections with the work of teachers. The analysis of the relations between policies and practices seeks to consider both government impositions as well as the responses of teachers,
particularly those who question the policies and adopt counter-hegemonic pedagogic practices. The paper begins by analyzing the founding period of the Formal Educational System in Argentina and continues with the reform enacted in the 1990s. The analysis proposes reviewing the relations between the macro- and micro-policies as well as reviewing some of the disputes between impositions and resistance in the field of the pedagogic task. Key words: Policy and Education. Public Schools. Teaching practice.
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