The recovery of praxis in the development of teacher training curricula: The case of the province of Buenos Aires

Abstract

This article is a product of Doctoral research carried out between 2015 and 2019, which analyzed the process of curricular reformulation for the training of primary school teachers in the Province of Buenos Aires. In this text, it was taken into consideration the hypothesis that this process implied a restructuring of the meanings of teaching, based on the centrality of the category "praxis" in professional training. The analysis of primary sources, specialized bibliography as well as the interviews carried out with the subjects involved allowed us to affirm that curriculum is understood as a discursive practice that seeks to configure identities, although it is possible to observe the resistance that teachers establish in this respect, during the curricular development in this jurisdiction between 2004 and 2007, a process of permanent negotiation between the official interpellation and the subjects to whom this policy is addressed.