The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia
Studies in Latin America and the world have highlighted the central role of teachers in education policies, defining attraction, training and career as main points not only of teaching, but of improving education outcomes, too. This paper analyzes the political conditions under which teachers have b...
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| Format: | Article |
| Language: | English |
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Red Latinoamericana de Estudios Epistemológicos en Política Educativa
2016-01-01
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| Series: | Revista de estudios teóricos y epistemológicos en política educativa |
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| Online Access: | http://www.revistas2.uepg.br/index.php/retepe/article/view/10453/5910 |
| Summary: | Studies in Latin America and the world have highlighted the central role of teachers in education policies, defining attraction, training and career as main points not only of teaching, but of improving education outcomes, too. This paper analyzes the political conditions under which teachers have been trained as professionals during the last two decades. The methodology explores the concept of governmentality to display the mechanisms and procedures by which certain orders of learning and teaching strategies to make specific models for innovation, skills and performance standards. Research shows that the centrality of teachers in educational policies are part of certain governmental rationalities that determine how institutions in the social construction of a subject -- that is object and instrument for a social model based market and competition as a form of selfgovernment and the other as people-- are calculated, prescribed, organize, conduct and related. |
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| ISSN: | 2409-3696 2409-3696 |