Autor/es
Descripción
ver mas
Colaborador
Southwell, Myriam
Materias
Spatial Coverage
Temporal Coverage
1992-2007
Idioma
spa
Extent
204 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
1992-2007
Abstract
The issue of the articulation between education and labor is a structural and historic problem in the Argentinean educational system since its foundation in the 19th century. In that foundational period, there was a tension between the professional development pole and the propaedeutic development pole that was not resolved in subsequent historical periods yet only one or another model or educational approach was addressed in depth in each of the different historical periods.
This thesis goes through that issue. It is inscribed, mainly, in the theoretical perspective that emerges from the works of Ernesto Laclau and Chantal Mouffe, which is constituted as the Political Discourse Analysis (PDA). Its theoretical framework is oriented towards the comprehension of the —contextual— historical processes in which the meanings are constructed and transformed.
It suggests that discourse is a significant totality that produces meaning which structures social life and that every discursive configuration is historical, contingent and dependent on a particular context. PDA presupposes the analysis of this context as it is the condition of possibility of the emergence of a discourse that is always historical and particular as well.
Our research problem consists of analyzing the particular discursive articulation between the educational and labor elements in Argentina during the time periods of 1992-1999 and 2003-2007. In the first period, the education that is articulated with labor had to be based upon competencies to train competent individuals, who are defined as self-managed. In the second period, it was imperative to educate for productivity, to contribute to the development with inclusion and thus train subjects of inclusion who are defined as social subjects of law.
Our hypothesis is that the two delineated periods can be considered as the ones which contain the greatest milestones in educational policy of the last twenty years since both are characterized by the approval of a large legislative package for the educational field and a consequent reform that modifies both the organization and the academic structure of the educational system and the number of compulsory schooling years. The governments comprised between 1999 and 2002 did not pass new education laws of importance or made any significant changes to the educational system.
In delineating and comparing the two periods at issue, we intend to reconstruct the meaning dispute that takes place in the articulation dynamic between the education and labor elements. These meanings in dispute are those which define the political-pedagogical orientations, which are meant for the intermediate level, that the Ministry of Education —the official voice for the construction of the educational discourse— materializes and develops in its files. We consider the educational discourse in two dimensions: a relational one, the educational discourse is defined in its relation to other discourses (there is a mutual influx between the educational field’s debates and the ones that belong to other social fields); another specific one, the educational discourse is configured with elements of its own.
We analyze how the above-mentioned articulation is expressed in the magazines “Zona Educativa” (1996-1990) and “El monitor de la educación” (2004-2007). Our main proposal is the reconstitution of the struggle for the discursive construction of hegemony for the educational field in regards to the articulation between education and labor. In order to analyze this articulation, the focus is on the intermediate level of the educational system since the tension between the professional development pole and the propaedeutic development pole belongs to this level: it is expected that this level “prepares” for either continuing further education or entering the labor market. Therefore, we trace the particular articulation between education and labor and realize what resolution of the tension between the two poles is proposed in the two delineated historical periods. We suggest this connection as the core of analysis because it acquires a new and defining importance as a product of the changes in the educational and production models —and of the relations between them—, on one hand, and of the differential relationship that is established between both periods, on the other hand. We also propose the analysis of the two aforementioned publications since they constitute the official voice of the Ministry of Education. Nonetheless, each one expresses the difference between the delineated time periods: “Zona Educativa” exhorts the modernization of the country and the educational system; “El monitor de la Educación”, from the educational discourse’s perspective, accompanies the implementation of a development model with social
justice.
The specificity of our research subject matter consists of analyzing the discursive articulation of the education and labor elements in the two magazines issued by the Ministry of Education. The discursive articulation of these elements generates the conditions of possibility for the educational policies. The use of PDA as a tool linked to the analysis of the educational policies allows the problematization of the ways in which the discourses become inputs to configure institutional reorientations.
The purpose is to address the categorical construction that performs as a starting point to define the priorities for the educational policy —and its consequent political-pedagogical orientations— of the neoliberal and post-liberal periods, and to identify continuities and ruptures between both periods to reconstruct the dispute for the articulation meanings between the education and labor elements. Namely, another specificity of this thesis is to account for the struggle for the discursive construction of hegemony for the educational field around the articulation between education and labor.
This thesis goes through that issue. It is inscribed, mainly, in the theoretical perspective that emerges from the works of Ernesto Laclau and Chantal Mouffe, which is constituted as the Political Discourse Analysis (PDA). Its theoretical framework is oriented towards the comprehension of the —contextual— historical processes in which the meanings are constructed and transformed.
It suggests that discourse is a significant totality that produces meaning which structures social life and that every discursive configuration is historical, contingent and dependent on a particular context. PDA presupposes the analysis of this context as it is the condition of possibility of the emergence of a discourse that is always historical and particular as well.
Our research problem consists of analyzing the particular discursive articulation between the educational and labor elements in Argentina during the time periods of 1992-1999 and 2003-2007. In the first period, the education that is articulated with labor had to be based upon competencies to train competent individuals, who are defined as self-managed. In the second period, it was imperative to educate for productivity, to contribute to the development with inclusion and thus train subjects of inclusion who are defined as social subjects of law.
Our hypothesis is that the two delineated periods can be considered as the ones which contain the greatest milestones in educational policy of the last twenty years since both are characterized by the approval of a large legislative package for the educational field and a consequent reform that modifies both the organization and the academic structure of the educational system and the number of compulsory schooling years. The governments comprised between 1999 and 2002 did not pass new education laws of importance or made any significant changes to the educational system.
In delineating and comparing the two periods at issue, we intend to reconstruct the meaning dispute that takes place in the articulation dynamic between the education and labor elements. These meanings in dispute are those which define the political-pedagogical orientations, which are meant for the intermediate level, that the Ministry of Education —the official voice for the construction of the educational discourse— materializes and develops in its files. We consider the educational discourse in two dimensions: a relational one, the educational discourse is defined in its relation to other discourses (there is a mutual influx between the educational field’s debates and the ones that belong to other social fields); another specific one, the educational discourse is configured with elements of its own.
We analyze how the above-mentioned articulation is expressed in the magazines “Zona Educativa” (1996-1990) and “El monitor de la educación” (2004-2007). Our main proposal is the reconstitution of the struggle for the discursive construction of hegemony for the educational field in regards to the articulation between education and labor. In order to analyze this articulation, the focus is on the intermediate level of the educational system since the tension between the professional development pole and the propaedeutic development pole belongs to this level: it is expected that this level “prepares” for either continuing further education or entering the labor market. Therefore, we trace the particular articulation between education and labor and realize what resolution of the tension between the two poles is proposed in the two delineated historical periods. We suggest this connection as the core of analysis because it acquires a new and defining importance as a product of the changes in the educational and production models —and of the relations between them—, on one hand, and of the differential relationship that is established between both periods, on the other hand. We also propose the analysis of the two aforementioned publications since they constitute the official voice of the Ministry of Education. Nonetheless, each one expresses the difference between the delineated time periods: “Zona Educativa” exhorts the modernization of the country and the educational system; “El monitor de la Educación”, from the educational discourse’s perspective, accompanies the implementation of a development model with social
justice.
The specificity of our research subject matter consists of analyzing the discursive articulation of the education and labor elements in the two magazines issued by the Ministry of Education. The discursive articulation of these elements generates the conditions of possibility for the educational policies. The use of PDA as a tool linked to the analysis of the educational policies allows the problematization of the ways in which the discourses become inputs to configure institutional reorientations.
The purpose is to address the categorical construction that performs as a starting point to define the priorities for the educational policy —and its consequent political-pedagogical orientations— of the neoliberal and post-liberal periods, and to identify continuities and ruptures between both periods to reconstruct the dispute for the articulation meanings between the education and labor elements. Namely, another specificity of this thesis is to account for the struggle for the discursive construction of hegemony for the educational field around the articulation between education and labor.
Título obtenido
Doctora de la Universidad de Buenos Aires en Ciencias Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales