The knowledge in the initial teacher training under the magnifier: disputes in Argentina of the 21st century

Abstract

This article analyzes initial teacher training policies in Argentina between 2003 and 2019 from atheoretical perspective that investigates how educational speeches influence on teaching work and its training. Also in this work we explore disputes over the cores of meaning that build horizons about what is desirable in teacher training, we make this approach by reviewing different texts of the educational policies of the period: the National Curricular Guidelines for Teacher Training Initial (2007) and the Reference Framework of Professional Capacities of Initial Teacher Training (2018) among others. The article shows that during the mentioned period two considerable educational discourses were

articulated with dissimilar cores of meanings. While in the years 2003-2015the nodal points that articulated what is representable in educational policy were organized under the educational metonymy equality-inclusion, during the period 2015-2019 those discourses were organized taking evaluation, learning results and capacities as the core of meaning. It is also analyzed that although signifiers as evaluation and capacities were present in the previous educational discourse, they occupied a marginal place and were displaced towards the center of the debate with the change of government of 2015.Taking the analysis of the educational policy texts it is clear that there is an open-to-meaning nature in the ways of intervening on teaching, teachers training as well as the disputed senses involved.