Revista de estudios teóricos y epistemológicos en política educativa (Jun 2016)
The task of teaching educational policy: political and epistemological displacements in the university teaching programs in Argentina
Abstract
To investigate about the task of teaching Education Policy in teacher education supposes to consider epistemological, theoretical and methodological questions of the theoretical field to which it belongs, as well as pedagogical-didactic issues. This text takes as an analyzer the syllabi in the careers of Education Sciences of Argentine national universities from the decade of 1980, in order to observe political and epistemological continuities and ruptures. The first ones in relation to the political and social processes of the country and the region, as well as to the variations of the state and international education policies; the second ones with regard to the development of the disciplinary area and the institutional characteristics of the space in which educational activity unfolds. In such sense, syllabi are considered as discursive condensations whose different sedimentations allow tracking the presence of epistemes and ways to teach to the students how to do political analysis of education.
