Resumo

MORELLI, Silvia  e  ITURBE, Erica. Tensions and translations in curriculum policies for teacher education in Argentina. Educação. UNISINOS [online]. 2018, vol.22, n.1, pp.44-52. ISSN 2177-6210.  https://doi.org/10.4013/edu.2018.221.05.

Curriculum policies concentrate translation and contextualization in their discursive framework. Argentina, which has federal curricular policies, distributes its decisions from the Ministry of Education and Sports (MEyD) to the Ministries of Education of the 24 jurisdictions. The latter develop measures towards educational institutions so that they reach the teacher in the classroom. The circle closes again in the MEyD in order to legitimize with national validity the jurisdictional curricular productions. This article deals with the tensions and the translation of ideas concentrated between national curricula policies and local productions such as Santa Fe in relation to the production of jurisdictional curricular designs for teacher training. It analyzes the interstices that provide the decision-making powers of the curriculum in Teacher Training between 2006-2015 from a postmodern and poststructuralist perspective.

Palavras-chave : Teacher Training; Curricular Policies; Interstices.

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