20020110100221 Los Ciclos de Reformas Educativas: Cambios Académicos y en la Organización del Gobierno del Sistema Educativo Argentino. Período 1992 2010.
Director/a: Ruiz, Guillermo Ramón e-mail: gruiz@psi.uba.ar Codirector: Alvarez, Gonzalo Germán / e-mail: galvarez@derecho.uba.ar
Unidad Ejecutora: FACULTAD DE PSICOLOGÍA
Área Temática: PSICOLOGIA
Rama: Educación
Especialidad: Política Educativa
Resumen en español:
En este proyecto de investigación se aborda el tema de las reformas educativas y su recurrencia a través de la identificación de
Educación, Consejo de Universidades). El análisis de las políticas de formación docente a partir de estas reformas, y de la introducción de
Resumen en inglés:
THE CYCLES OF EDUCATIONAL REFORMS: CHANGES IN ACADEMIC AND GOVERNMENT ORGANIZATION OF ARGENTINEAN EDUCATIONAL SYSTEM. 1992 2010.
This research project addresses the issue of education reforms and their recurrence through the identification of the last two rounds of reforms undertaken in Argentina: on one hand, those that started by 1992 and the other hand current ones, which begin in 2003. The study will focus on two key dimensions to educational policy analysis: academic reforms, mainly at the teacher training policy dimension, and the changes at the government of educational system. Conjecture
holds that the policy reforms proposals do not reach the core of the formal educational because since they have nor historical perspective neither an approach that goes through the system from its very foundation: the Classroom and the School. The core of the formal educational activity is basically made up of traditions and institutional regularities that prevail in institutions like geological layers over time and appealing to a specific country last but also common to the modern school, which is a cell of national education systems. From this framework this research project aims to reconstruct the recent evolution of the institutional organization of the educational system, which allows us to understand how to configure the distribution of resources and practices of government into the educational system. Changes in this analytical dimension would indicate how the State has changed the distribution of powers of government between different levels of education system (federal, national, provincial) and agencies (Federal Council for Education, University Council). The analysis of teacher training policies, from these reforms, and the introduction of mechanisms for evaluation and accreditation, constitute an axis of inquiry particularly relevant. This will allow understanding congruencies and differences between the coordinating bodies (Federal Council for Education, University Council) that affect different sectors of higher education (university and tertiary) in regard to teacher training.