Articulaciones y disputas en la trama entre trabajo docente e igualdad educativa en Argentina

Abstract

This paper analyzes how teaching in Argentina has been a point of entry for many different meanings that sought to lay claim to it. As an a priori open, undefined signifier, it was constituted in a field of disputes and conflicts. This paper presents a discussion on the way in which teaching work and educational equality were historically connected in this country and shaped a complex and unstable weave of meaning. This is analyzed in four key moments: the foundation of the teaching body, the last dictatorship, the reforms of the 1990s, and the education policies developed over the past decade. These are moments in which the debate about this linkage comes to a head. The analysis is enriched by methodological contributions provided by the political analysis of discourse, and by research into the field of teaching work and the politics and history of education.