Trayectorias de formación de futuros profesores en un territorio fragmentado

Abstract

DOI: http://dx.doi.org/10.17227/01212494.39pys33.48This article accounts for a research that inquires the relationship between the middle level teachers’ training system and the schools of that level through the future professors´ training paths as a part of the reconfiguration process of the Argentine educational system. It focuses on a particular area of the province of Buenos Aires characterized by the existence of clear socio-economic and educational circuits which would condition the uses and lacks of the social space by setting material and symbolic relationships that would influence on future teachers’ training pathways.