Resumen

FRECHTEL, Mariana. From Pedagogical Rhetoric to a Motivational One. An Analysis of Teacher Training Policies within Argentine Political Alternation of the Beginning of the Century. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.1, pp.37-58.  Epub 20-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.1.197.

This article aims to address the discursive production on work and teacher training presented in two National Plans for Teacher Training in Argentina. The first, implemented in 2007 within the framework of a progressive government. The second, implemented in 2016 with an alliance of neoliberal characteristics that ruled between 2015 and 2019. To look at the continuities, tensions, and ruptures in educational policies from the alternation of neoliberal and post-neoliberal governments, the regulations that rule the training system as a whole are an element that allows analyzing the presence of signifiers that inform about teacher work and training. For this, the analysis takes tools from the Political Analysis of Discourse as an analytic that considers that discourse is constitutive of the social, that is, that all social configuration is discursive. In this sense, public education policies will be thought of as the articulation of signifiers linked to a value or meaning assigned by the State to teacher training and work.

Palabras llave : teacher training; educational policies; Political Analysis of Discourse.