Ciclo de políticas del área de Lengua: definiciones curriculares para la formación y el trabajo docente en la educación primaria en la Ciudad Autónoma de Buenos Aires (1979-2019)
Abstract:La presente tesis indaga acerca de las premisas constitutivas de las políticas curriculares del área Lengua en la educación primaria en la Ciudad de Buenos Aires y los vínculos que presenta con la formación y el trabajo docente de enseñar. Dichas premisas se reconocen como conformadoras de un ciclo de políticas (Ball, Bowe y Gold, 1992) que se extiende durante no menos de cuatro décadas y hasta la actualidad, con sus correspondientes continuidades y discontinuidades históricas. La indagación emprendida en nues… Show more
“…En línea con lo anterior, existen diversas investigaciones de didáctica de la lengua y la literatura de perspectiva etnográfica que buscan construir conocimiento a partir de la perspectiva de sus actores y, para ello, se basan en diversos materiales que componen el orden de lo no documentado (Rockwell, 2009) tales como escritos, trabajos, exámenes, dibujos, graffitis, relatos de maestros, entre otros (Cuesta, 2011;Dubin, 2019;López Corral, 2020;Massarella, 2017;Morini, 2022;Oviedo, 2021;Perla, 2021;Provenzano, 2016).…”
The description and narration of experiences at different levels of the educational system give an account of the lines of research being carried out in universities and can also communicate useful results for future proposals and developments. In this paper, we describe an activity implemented in a university training course for teachers that seeks to approach different aspects of the history of literacy in Argentina, with special attention to how the subjects involved in these learning instances went through the different changes and processes. For this purpose, we present a work assignment that we carried out as part of the teaching team of the History of Literacy and the Teaching of Reading and Writing module, which is part of the Bachelor's Degree in Teaching Reading and Writing for Primary Education at the National Pedagogical University (UNIPE) of Argentina, in which the students must analyze a class notebook from the first or second year of an elementary school in our country. For this purpose, we rely on the postulates of the ethnography of education and on the didactics of language and literature from an ethnographic perspective since we focus on the study of the undocumented in the field of literacy in Argentina. From the analysis of one of our students' resolution of the slogan, it is evident that working with school materials allows an approach to those aspects of teaching that are not reflected in the documented history of education.
“…En línea con lo anterior, existen diversas investigaciones de didáctica de la lengua y la literatura de perspectiva etnográfica que buscan construir conocimiento a partir de la perspectiva de sus actores y, para ello, se basan en diversos materiales que componen el orden de lo no documentado (Rockwell, 2009) tales como escritos, trabajos, exámenes, dibujos, graffitis, relatos de maestros, entre otros (Cuesta, 2011;Dubin, 2019;López Corral, 2020;Massarella, 2017;Morini, 2022;Oviedo, 2021;Perla, 2021;Provenzano, 2016).…”
The description and narration of experiences at different levels of the educational system give an account of the lines of research being carried out in universities and can also communicate useful results for future proposals and developments. In this paper, we describe an activity implemented in a university training course for teachers that seeks to approach different aspects of the history of literacy in Argentina, with special attention to how the subjects involved in these learning instances went through the different changes and processes. For this purpose, we present a work assignment that we carried out as part of the teaching team of the History of Literacy and the Teaching of Reading and Writing module, which is part of the Bachelor's Degree in Teaching Reading and Writing for Primary Education at the National Pedagogical University (UNIPE) of Argentina, in which the students must analyze a class notebook from the first or second year of an elementary school in our country. For this purpose, we rely on the postulates of the ethnography of education and on the didactics of language and literature from an ethnographic perspective since we focus on the study of the undocumented in the field of literacy in Argentina. From the analysis of one of our students' resolution of the slogan, it is evident that working with school materials allows an approach to those aspects of teaching that are not reflected in the documented history of education.
“…Also from the private sphere, such as compensatory or remedial literacy programs, among others. These relations were enclosed in international organizations' guidelines for educational policies, with records from 1970 (Perla, 2021a) but consolidated in 1980 and reinforced up to the present (Perla, 2021b). They involve a type of specific knowledge about Language and Literature teaching and about Beginning Literacy 3 projects in the Center for Linguistic Studies and Research belonging to the Research Institute in Humanities and Social Sciences.…”
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confidence: 99%
“…The way language, on the one hand, and literature, on the other, were defined expressed different interests from the academic communities involved. These communities include some areas of Linguistics and Literary Studies (Cuesta, 2011 and, especially for children and young adult Literature (Dubin, 2019;Cuesta, 2023), and with the strong presence of the Educational Sciences' trend known as Psychogenesis of Written Language (Cuesta, 2019;Dubin, 2019;Perla, 2021a (Mercado and Espinosa, 2022, p. 184). Currently, as we will explain in this article, these normative frameworks continue although in local versions.…”
This article presents the concepts and fundamentals of the lines of research on Language and Literature teaching from an ethnographic perspective, which we have been conducting in Argentina. Currently, these lines of research are being carried out at Universidad Pedagógica Nacional and focus on continuous teacher training distance learning, specifically addressing the challenges that affect Beginning Literacy in our country. The article explores how teachers describe their teaching experiences regarding the reproduction of educational slogans from the approaches that have guided curriculum designs and teacher training over the last four decades. It also presents how teachers produce other meanings regarding specific aspects overlooked by such reproduction. In this regard, the meanings through which teachers describe the challenges that their students face in mastering written language are defined and analyzed. Teachers sometimes do not know how to address these difficulties, as they have not been introduced to linguistic perspectives related to the distinctive features of Beginning Literacy.
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