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...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Red Latinoamericana de Estudios Epistemológicos en Política Educativa
2016-01-01
|
| Series: | Revista de estudios teóricos y epistemológicos en política educativa |
| Subjects: | |
| Online Access: | http://www.revistas2.uepg.br/index.php/retepe/article/view/10453/5910 |
| _version_ | 1818665545223897088 |
|---|---|
| author | Luis F. Vásquez Zora |
| author_facet | Luis F. Vásquez Zora |
| author_sort | Luis F. Vásquez Zora |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-17T05:50:20Z |
| format | Article |
| id | doaj.art-1fab5a259fb9466bab7fda9303234ba2 |
| institution | Directory Open Access Journal |
| issn | 2409-3696 2409-3696 |
| language | English |
| last_indexed | 2024-12-17T05:50:20Z |
| publishDate | 2016-01-01 |
| publisher | Red Latinoamericana de Estudios Epistemológicos en Política Educativa |
| record_format | Article |
| series | Revista de estudios teóricos y epistemológicos en política educativa |
| spelling | doaj.art-1fab5a259fb9466bab7fda9303234ba22022-12-21T22:01:11ZengRed Latinoamericana de Estudios Epistemológicos en Política EducativaRevista de estudios teóricos y epistemológicos en política educativa2409-36962409-36962016-01-0111123149The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and ColombiaLuis F. Vásquez Zora 0Universidade Federal de Minas GeraisStudies 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.http://www.revistas2.uepg.br/index.php/retepe/article/view/10453/5910Teachers.Educational policies.Knowledge.Power.Governmentality. |
| spellingShingle | Luis F. Vásquez Zora The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia Revista de estudios teóricos y epistemológicos en política educativa Teachers. Educational policies. Knowledge. Power. Governmentality. |
| title | The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia |
| title_full | The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia |
| title_fullStr | The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia |
| title_full_unstemmed | The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia |
| title_short | The professionality of teaching as a central problem in the design of education policies: Approaching Latin America and Colombia |
| title_sort | professionality of teaching as a central problem in the design of education policies approaching latin america and colombia |
| topic | Teachers. Educational policies. Knowledge. Power. Governmentality. |
| url | http://www.revistas2.uepg.br/index.php/retepe/article/view/10453/5910 |
| work_keys_str_mv | AT luisfvasquezzora theprofessionalityofteachingasacentralprobleminthedesignofeducationpoliciesapproachinglatinamericaandcolombia AT luisfvasquezzora professionalityofteachingasacentralprobleminthedesignofeducationpoliciesapproachinglatinamericaandcolombia |