Autor/es
Descripción
ver mas
Colaborador
Figari, Claudia
Soul, María Julia
Idioma
spa
Extent
384 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
ARG
1992-2014
Abstract
The Argentinean educational system has undergone profound reforms in the last two decades. With regard to technical secondary education, a first period of transformations, which advanced in the de-specialization and differentiation of education, can be identified between the mid-1990s and mid-2000s. This was followed by a second period of reforms that started an inverse movement in 2005 but did not completely shift those transformations.
The research debates with several explanations about the purpose and the underlying impulse of these reforms by seeking to re-establish unity between those that focus on productive changes -and their impact on the educational demands of work attributes- and those that focus on political changes -regarding the action of the State and diverse social subjects as well as the conflicts between them-. With this purpose, it will be necessary to develop an analysis that lead us from the most general determinations to the most specific ones.
First, we will present the general determinations of education in the capitalist mode of production: its role in the formation of attributes for social work and the nature of the immanent link between educational, productive and political transformations (chapter 1). Once the existence of a general trend in the transformation of workers' attributes has been identified, we will move forward with the analysis of its specific historical development. In particular, we will see how this general trend is taking course based on changes in middle
school education and in its technical orientation in a global level; we will also see that this trend does not unfold immediately or identically in all national spaces, but assumes specific concrete forms according to the national particularities of accumulation (chapter 2). Hence, the investigation continues to answer which is the specificity of Argentina as part of the global unity of the accumulation process on a world scale and the implications for the production and reproduction of Argentine workers, of which education is a constitutive part. On that basis, we will analyze the evolution of Argentinean technical secondary education until the 1970s (chapter 3), and the changes developed among the last two reform periods (1992-2004 and 2005-2014) (chapter 4).
The second part will be dedicated to analyze the concrete way in which the productive attributes needs of formation, formerly recognized, take place. We will first account for the metal-mechanical industry of San Nicolás City development and the evolution of the industrial labor force demand, as well as the changes in the labor profiles of several small companies in the sector since 1990s and after 2002 (chapter 5). Then, we will analyze the action of business (especially Ternium Siderar steel company) and 3 technical schools in the area under study over the implementation of the first (chapter 6) and the second (chapter 7) reform period.
The conclusion reached in the thesis is that the social actors´ strength to influence on the educational reforms according to their interests -either resisting or leading them- and the State regulation, constitute the way in which the capital accumulation process contracted and expanded the technical workers demand and changed, relatively, their profile according to the course of the national accumulation specificity as a part, in turn, of the global organization of production.
The research debates with several explanations about the purpose and the underlying impulse of these reforms by seeking to re-establish unity between those that focus on productive changes -and their impact on the educational demands of work attributes- and those that focus on political changes -regarding the action of the State and diverse social subjects as well as the conflicts between them-. With this purpose, it will be necessary to develop an analysis that lead us from the most general determinations to the most specific ones.
First, we will present the general determinations of education in the capitalist mode of production: its role in the formation of attributes for social work and the nature of the immanent link between educational, productive and political transformations (chapter 1). Once the existence of a general trend in the transformation of workers' attributes has been identified, we will move forward with the analysis of its specific historical development. In particular, we will see how this general trend is taking course based on changes in middle
school education and in its technical orientation in a global level; we will also see that this trend does not unfold immediately or identically in all national spaces, but assumes specific concrete forms according to the national particularities of accumulation (chapter 2). Hence, the investigation continues to answer which is the specificity of Argentina as part of the global unity of the accumulation process on a world scale and the implications for the production and reproduction of Argentine workers, of which education is a constitutive part. On that basis, we will analyze the evolution of Argentinean technical secondary education until the 1970s (chapter 3), and the changes developed among the last two reform periods (1992-2004 and 2005-2014) (chapter 4).
The second part will be dedicated to analyze the concrete way in which the productive attributes needs of formation, formerly recognized, take place. We will first account for the metal-mechanical industry of San Nicolás City development and the evolution of the industrial labor force demand, as well as the changes in the labor profiles of several small companies in the sector since 1990s and after 2002 (chapter 5). Then, we will analyze the action of business (especially Ternium Siderar steel company) and 3 technical schools in the area under study over the implementation of the first (chapter 6) and the second (chapter 7) reform period.
The conclusion reached in the thesis is that the social actors´ strength to influence on the educational reforms according to their interests -either resisting or leading them- and the State regulation, constitute the way in which the capital accumulation process contracted and expanded the technical workers demand and changed, relatively, their profile according to the course of the national accumulation specificity as a part, in turn, of the global organization of production.
Título obtenido
Doctora en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales