Enseñar Política Educativa: una cuestión histórica e interdisciplinar. El caso de la educación privada en Argentina durante el siglo XX

Abstract

This article analyzes the importance of the historical and interdisciplinary approach to teaching Educational Policy in the university environment. Choosing this epistemological position impliesquestioning specialized perspectives and emphasizing that the study of this subject requires a complex view. Following the social theories of Norbert Elias (1990; 1994; 2006), we postulate that the contents acquire greater wealth if they are taught from an interdisciplinary epistemology (Krawczyk, 2019) that prioritizes the historical perspective (Hobsbwam, 1998; Pronko, 2016; Evangelista and Shiroma, 2019) and, to demonstrate it, we resort to a concrete example. We briefly develop the expansion of private education in Argentina during the second half of the twentieth century, where it can be observed that private educational spheres, although they have contributed to complementing the state offer, have also fostered circuits of growing social polarization. This example exposes a socio-political educational problem of the present, which has its roots in the past and can only be explained from various social disciplines.

Keywords

• education policy teaching.
• interdisciplinary epistemology.
• historical approach.
• private education in argentina.
• norbert elias.