Challenges and tensions of initial teacher education in the current process of transformations
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28045 |
Resumo: | The article describes the results of a theoretical study on the issue of Teacher Education and its social interplay. It develops a broad analysis of the structural conditions which, at the globalization level, impinge upon the regional-local political configuration. Adopting the viewpoint of the regulations, the text then interprets how the decisions of educational policies promote or stabilize the functions, profiles and actions performed by the teacher. The reflection about this issue is the object of study of research projects carried out in Salta, Argentina. The methodology employed includes a survey of the historical evolution since the 1960s and 1970s up to this day, arguing and comparing conceptual and interpretive sources which - in that region - give support to the function assigned to the teacher. The period analysis is supplemented by the consideration of social, historical, and cultural factors that are gradually incorporated along the changes in the profile of the professional teacher. This kind of immutability of teacher education would be consistent with the regulation policy imposed by the government. However, the power of the social movement resulting from the recent globalization process has triggered profound changes in teacher education in the shape of reforms and transformations. Despite the government's interest in modifying teacher education, it continues to practice a politically-oriented policy with repercussions to the spheres of institutional management and practice of teacher education. Finally, principles are put forward for consideration with a view to face the challenges of the transformations of local teacher education. |
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Challenges and tensions of initial teacher education in the current process of transformations Retos y tensiones de la formación docente en el actual proceso de transformaciones Formación DocentePolítica educativa regionalEnfoque de regulación de la formación docenteTeacher educationRegional education policyViewpoint of regulation of the teacher education The article describes the results of a theoretical study on the issue of Teacher Education and its social interplay. It develops a broad analysis of the structural conditions which, at the globalization level, impinge upon the regional-local political configuration. Adopting the viewpoint of the regulations, the text then interprets how the decisions of educational policies promote or stabilize the functions, profiles and actions performed by the teacher. The reflection about this issue is the object of study of research projects carried out in Salta, Argentina. The methodology employed includes a survey of the historical evolution since the 1960s and 1970s up to this day, arguing and comparing conceptual and interpretive sources which - in that region - give support to the function assigned to the teacher. The period analysis is supplemented by the consideration of social, historical, and cultural factors that are gradually incorporated along the changes in the profile of the professional teacher. This kind of immutability of teacher education would be consistent with the regulation policy imposed by the government. However, the power of the social movement resulting from the recent globalization process has triggered profound changes in teacher education in the shape of reforms and transformations. Despite the government's interest in modifying teacher education, it continues to practice a politically-oriented policy with repercussions to the spheres of institutional management and practice of teacher education. Finally, principles are put forward for consideration with a view to face the challenges of the transformations of local teacher education. El artículo expone los resultados de un estudio teórico sobre el tema Formación Docente (FD) en relación con el juego de lo social. Se efectúa un análisis general de las condiciones estructurales que, a nivel de globalización, inciden en la configuración política regional-local. Luego, asumiendo el enfoque de la regulación, se interpreta cómo las decisiones de la política educacional promocionan o estabilizan las funciones, perfil y actuación que el docente desempeña. La reflexión sobre el tema es objeto de estudio en proyectos de investigación que se llevan a cabo en Salta, Argentina. La metodología de abordaje incluye un rastreo histórico evolutivo desde los '60-'70 a la actualidad, argumentando y comparando fuentes conceptuales e interpretativas que - en la región - fundamentan la función asignada al maestro y al profesor. Se complementa el análisis epocal considerando factores sociales, históricos, culturales que lentamente se asumen en el cambio del perfil profesional docente. Esta suerte de inmutabilidad formativa docente resultaría coherente con la política de regulación que impone el gobierno. Sin embargo, la potencia del movimiento social que origina la globalización en los últimos tiempos, conduce a cambios profundos en la preparación de los docentes, bajo la modalidad de reformas y transformaciones. Pese al interés del gobierno por modificar la formación docente, continúa efectuándose un manejo político coactivo e interesado, que repercute en los órdenes de la gestión y la práctica institucional de la formación. Finalmente se postulan principios a considerar para asumir el reto de las transformaciones en la formación docente local. Universidade de São Paulo. Faculdade de Educação2007-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2804510.1590/S1517-97022007000200003Educação e Pesquisa; v. 33 n. 2 (2007); 215-231Educação e Pesquisa; Vol. 33 No. 2 (2007); 215-231Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 215-2311678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/28045/29847Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessChaile, Marta Ofelia2014-10-24T15:44:37Zoai:revistas.usp.br:article/28045Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:44:37Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Challenges and tensions of initial teacher education in the current process of transformations Retos y tensiones de la formación docente en el actual proceso de transformaciones |
title |
Challenges and tensions of initial teacher education in the current process of transformations |
spellingShingle |
Challenges and tensions of initial teacher education in the current process of transformations Chaile, Marta Ofelia Formación Docente Política educativa regional Enfoque de regulación de la formación docente Teacher education Regional education policy Viewpoint of regulation of the teacher education |
title_short |
Challenges and tensions of initial teacher education in the current process of transformations |
title_full |
Challenges and tensions of initial teacher education in the current process of transformations |
title_fullStr |
Challenges and tensions of initial teacher education in the current process of transformations |
title_full_unstemmed |
Challenges and tensions of initial teacher education in the current process of transformations |
title_sort |
Challenges and tensions of initial teacher education in the current process of transformations |
author |
Chaile, Marta Ofelia |
author_facet |
Chaile, Marta Ofelia |
author_role |
author |
dc.contributor.author.fl_str_mv |
Chaile, Marta Ofelia |
dc.subject.por.fl_str_mv |
Formación Docente Política educativa regional Enfoque de regulación de la formación docente Teacher education Regional education policy Viewpoint of regulation of the teacher education |
topic |
Formación Docente Política educativa regional Enfoque de regulación de la formación docente Teacher education Regional education policy Viewpoint of regulation of the teacher education |
description |
The article describes the results of a theoretical study on the issue of Teacher Education and its social interplay. It develops a broad analysis of the structural conditions which, at the globalization level, impinge upon the regional-local political configuration. Adopting the viewpoint of the regulations, the text then interprets how the decisions of educational policies promote or stabilize the functions, profiles and actions performed by the teacher. The reflection about this issue is the object of study of research projects carried out in Salta, Argentina. The methodology employed includes a survey of the historical evolution since the 1960s and 1970s up to this day, arguing and comparing conceptual and interpretive sources which - in that region - give support to the function assigned to the teacher. The period analysis is supplemented by the consideration of social, historical, and cultural factors that are gradually incorporated along the changes in the profile of the professional teacher. This kind of immutability of teacher education would be consistent with the regulation policy imposed by the government. However, the power of the social movement resulting from the recent globalization process has triggered profound changes in teacher education in the shape of reforms and transformations. Despite the government's interest in modifying teacher education, it continues to practice a politically-oriented policy with repercussions to the spheres of institutional management and practice of teacher education. Finally, principles are put forward for consideration with a view to face the challenges of the transformations of local teacher education. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-08-01 |
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://www.revistas.usp.br/ep/article/view/28045 10.1590/S1517-97022007000200003 |
url |
https://www.revistas.usp.br/ep/article/view/28045 |
identifier_str_mv |
10.1590/S1517-97022007000200003 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28045/29847 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 33 n. 2 (2007); 215-231 Educação e Pesquisa; Vol. 33 No. 2 (2007); 215-231 Educação e Pesquisa; Vol. 33 Núm. 2 (2007); 215-231 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811174653952 |