Teacher training under suspicion. Curricular analysis of Social Sciences in the formative trajectory of teachers in the last civil-military dictatorship (1973- 1985)

Abstract

The principal aim of this article is to analyze the most relevant ideological and epistemic changes happened in the last civic military dictatorship in Uruguay ( 1973 - 1985) that were developed, especifically, in teaching (Magisterio). The main empirical focus is based on the analysis of the institutional and curricular changes in the sencond half in the 70´. It is also important to apreciate the discursive framework supporting the reforms. The significant internal war and danger facing the advance of the international Marxist were structured into the national security doctrine which helped as a fundament for the institutionals and curriculars reforms of the era. Assuming that the study programs are drafted in normatives discourses into the school interspace and are attempting to prescribe the representable and transmissible in each social - historical context, we will focus in the formative objectives, contents, plans and bibliography programs for teaching training. Special attention will be paid to the subject known as Social Sciences of the basic core formation of the mutual plan for teaching training, evidencing the positive and ideological guidelines of the regime. The hypothesis that guides the heuristic work could be formulated in this way: the internal logical structure that predominated in the plan and in the programs of the 1977 common core of teaching was characterized by an ideological emphasis supposing an epistemiological minimization and an ignorance of accumulated work, especially in certain disciplines of the social area such as the Social Sciences.