Territorialized voices and vital sense of an innovative public policy in educational training argentina


  • Jonathan Aguirre Universidad Nacional de Mar del Plata- CONICET


This article presents the findings and the reflections obtained from a doctoral research on public policies in the Argentine Teacher Training. Specifically, the analysis will focus on the pedagogical and educational potentialities of the project "Poles de Desarrollo (2000-2001)" based on the narratives and territorial voices of its national and regional coordinators, teachers, managers and students of formation institutes from the country. The methodology of the research is qualitative, interpretative and biographical-narrative since, in narrating, the subjects create and recreate their experiences and allow us to know facets of their lives in relation to educational policies of teacher training that would be inaccessible from other approaches of investigation. As an instrument of data collection, in-depth interviews, focus groups and analysis of official documents have been used. From the inquiries carried out, it can be affirmed that when the planning of a public policy starts from the local contexts, it takes into account the subjects, is participative and proposes the network work between institutions, it lasts in time and is returns pedagogically meaningful. To recover these experiences from the subjects' voices allows the academic debate and understanding of politics, not as a mere set of official documents and regulations, but as a complex, dynamic and dialectical process, where actors and contexts are key to their interpretation, creating and recreating policies from a subjective, contextual and experiential level