The official pedagogical discourse in Argentina (2003-2013): teaching and equality

Detalhes bibliográficos
Autor(a) principal: Vassiliades, Alejandro
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/2806
Resumo: This article discusses the results of research on teaching practice regulations in Argentina. Using the conceptual tools of political analysis of the discourse, I will analyse some of the main elements of the official discourse between 2003 and 2013. I will raise the hypothesis that they were articulated around the discursive equivalence of educational inclusion-equality, and that it gave way to two streams of related meanings. One of them associated equality and educational inclusion to the declaration of education as a social right, the centrality of the state, the return of the common good and the consideration of the diversity; the other associated equality and educational inclusion to the idea of centrality of teaching, to work with situations of “educational inequality” – such as the age-grade distortion and failure – and “social vulnerability”, and the promotion of alternative modes of organization.
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spelling The official pedagogical discourse in Argentina (2003-2013): teaching and equalityEl discurso pedagógico oficial en Argentina (2003-2013): trabajo docente e igualdadO discurso pedagógico oficial na Argentina (2003-2013): trabalho docente e igualdadeEducational PoliciesDiscourseTeachingArgentinaPolítica EducativaDiscursoTrabajo DocenteArgentinaPolíticas EducacionaisDiscursoTrabalho DocenteArgentinaThis article discusses the results of research on teaching practice regulations in Argentina. Using the conceptual tools of political analysis of the discourse, I will analyse some of the main elements of the official discourse between 2003 and 2013. I will raise the hypothesis that they were articulated around the discursive equivalence of educational inclusion-equality, and that it gave way to two streams of related meanings. One of them associated equality and educational inclusion to the declaration of education as a social right, the centrality of the state, the return of the common good and the consideration of the diversity; the other associated equality and educational inclusion to the idea of centrality of teaching, to work with situations of “educational inequality” – such as the age-grade distortion and failure – and “social vulnerability”, and the promotion of alternative modes of organization.Este artículo aborda los resultados de una investigación sobre las regulaciones del trabajo de enseñar en Argentina. Utilizando herramientas conceptuales provenientes del análisis político del discurso, analizaré algunos de los principales elementos de la discursividad oficial en el período 2003-2013. Plantearé que ellos se articularon en torno a la equivalencia discursiva igualdad-inclusión educativa, configurando dos cadenas de significantes emparentadas. Una de ellas asoció la igualdad y la inclusión educativas a la afirmación de la educación como derecho social, la principalidad estatal, la restitución de lo común y la consideración de la diversidad; la otra enlazó la igualdad y la inclusión educativas a la idea de centralidad de la enseñanza, el trabajo con situaciones de “desigualdad educativa” –tales  como  la  sobreedad  y  la  repitencia–  y  de  “vulnerabilidad  social”,  y  la promoción de modos organizacionales alternativos.Este artigo discute os resultados de uma pesquisa sobre os regulamentos da prática de ensino na Argentina. Usando ferramentas conceituais da análise política do discurso, farei uma exposição dos principais elementos do discurso oficial de 2003 até 2013. Levantarei a hipótese de que tal formulação se deu em torno da equivalência discursiva igualdade-inclusão educacional, e que ela deu lugar a duas correntes de significados relacionados. Uma delas associou a igualdade e a inclusão educacional à declaração da educação como direito social, à centralidade estatal, à restituição do comum e à consideração da diversidade; a outra associou a igualdade e a inclusão educacional à ideia de centralidade do ensino, ao trabalho com situações de “desigualdade educacional” – tais como distorção idade-série e repetência – e de “vulnerabilidade social”, e a promoção de modos alternativos de organização.Fundação Carlos Chagas2014-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/2806Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 1012-1027Cadernos de Pesquisa; Vol. 44 Núm. 154: out./dez.2014; 1012-1027Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 1012-1027Cadernos de Pesquisa; v. 44 n. 154: out./dez.2014; 1012-10271980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/2806/pdf_18https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessVassiliades, Alejandro2023-11-16T13:37:09Zoai:ojs.publicacoes.fcc.org.br:article/2806Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2023-11-16T13:37:09Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv The official pedagogical discourse in Argentina (2003-2013): teaching and equality
El discurso pedagógico oficial en Argentina (2003-2013): trabajo docente e igualdad
O discurso pedagógico oficial na Argentina (2003-2013): trabalho docente e igualdade
title The official pedagogical discourse in Argentina (2003-2013): teaching and equality
spellingShingle The official pedagogical discourse in Argentina (2003-2013): teaching and equality
Vassiliades, Alejandro
Educational Policies
Discourse
Teaching
Argentina
Política Educativa
Discurso
Trabajo Docente
Argentina
Políticas Educacionais
Discurso
Trabalho Docente
Argentina
title_short The official pedagogical discourse in Argentina (2003-2013): teaching and equality
title_full The official pedagogical discourse in Argentina (2003-2013): teaching and equality
title_fullStr The official pedagogical discourse in Argentina (2003-2013): teaching and equality
title_full_unstemmed The official pedagogical discourse in Argentina (2003-2013): teaching and equality
title_sort The official pedagogical discourse in Argentina (2003-2013): teaching and equality
author Vassiliades, Alejandro
author_facet Vassiliades, Alejandro
author_role author
dc.contributor.author.fl_str_mv Vassiliades, Alejandro
dc.subject.por.fl_str_mv Educational Policies
Discourse
Teaching
Argentina
Política Educativa
Discurso
Trabajo Docente
Argentina
Políticas Educacionais
Discurso
Trabalho Docente
Argentina
topic Educational Policies
Discourse
Teaching
Argentina
Política Educativa
Discurso
Trabajo Docente
Argentina
Políticas Educacionais
Discurso
Trabalho Docente
Argentina
description This article discusses the results of research on teaching practice regulations in Argentina. Using the conceptual tools of political analysis of the discourse, I will analyse some of the main elements of the official discourse between 2003 and 2013. I will raise the hypothesis that they were articulated around the discursive equivalence of educational inclusion-equality, and that it gave way to two streams of related meanings. One of them associated equality and educational inclusion to the declaration of education as a social right, the centrality of the state, the return of the common good and the consideration of the diversity; the other associated equality and educational inclusion to the idea of centrality of teaching, to work with situations of “educational inequality” – such as the age-grade distortion and failure – and “social vulnerability”, and the promotion of alternative modes of organization.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/2806
url https://publicacoes.fcc.org.br/cp/article/view/2806
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/2806/pdf_18
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 1012-1027
Cadernos de Pesquisa; Vol. 44 Núm. 154: out./dez.2014; 1012-1027
Cadernos de Pesquisa; Vol. 44 No. 154: out./dez.2014; 1012-1027
Cadernos de Pesquisa; v. 44 n. 154: out./dez.2014; 1012-1027
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
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instname_str Fundação Carlos Chagas (FCC)
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institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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