Globalized policies for teacher training: proposals for a philosophical reading
The present article explores teacher training policies promoted by international organizations including the World Bank or the OECD in Latin America and the Caribbean. Documents edited by these organizations are addressed; three cross-cutting themes are used for reading them. First, socioeconomic hi...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6540
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13531
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308
https://repositorio.uptc.edu.co/handle/001/13531
- Palabra clave:
- education policy
vocational training
philosophy of education
state and education
educational autonomy
política educacional
formación profesional
formación docente
filosofía de la educación
estado y educación
autonomía educativa
politique éducative
formation professionnelle
philosophie de l’éducation
État et éducation
autonomie éducative
política educacional
formação profissional
filosofia da educação
estado e educação
autonomia educacional
- Rights
- License
- Derechos de autor 2019 Laura Galazzi, Diana Gómez, Muriel Vázquez
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Globalized policies for teacher training: proposals for a philosophical reading |
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Políticas mundializadas de formación docente: propuestas para una lectura filosófica |
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Politiques globalisées de formation des enseignants: propositions pour une lecture philosophique |
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Políticas globalizadas de formação docente: propostas para uma leitura filosófica |
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Globalized policies for teacher training: proposals for a philosophical reading |
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Globalized policies for teacher training: proposals for a philosophical reading education policy vocational training philosophy of education state and education educational autonomy política educacional formación profesional formación docente filosofía de la educación estado y educación autonomía educativa politique éducative formation professionnelle philosophie de l’éducation État et éducation autonomie éducative política educacional formação profissional filosofia da educação estado e educação autonomia educacional |
| title_short |
Globalized policies for teacher training: proposals for a philosophical reading |
| title_full |
Globalized policies for teacher training: proposals for a philosophical reading |
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Globalized policies for teacher training: proposals for a philosophical reading |
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Globalized policies for teacher training: proposals for a philosophical reading |
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Globalized policies for teacher training: proposals for a philosophical reading |
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education policy vocational training philosophy of education state and education educational autonomy |
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education policy vocational training philosophy of education state and education educational autonomy política educacional formación profesional formación docente filosofía de la educación estado y educación autonomía educativa politique éducative formation professionnelle philosophie de l’éducation État et éducation autonomie éducative política educacional formação profissional filosofia da educação estado e educação autonomia educacional |
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política educacional formación profesional formación docente filosofía de la educación estado y educación autonomía educativa |
| dc.subject.fr-FR.fl_str_mv |
politique éducative formation professionnelle philosophie de l’éducation État et éducation autonomie éducative |
| dc.subject.pt-BR.fl_str_mv |
política educacional formação profissional filosofia da educação estado e educação autonomia educacional |
| description |
The present article explores teacher training policies promoted by international organizations including the World Bank or the OECD in Latin America and the Caribbean. Documents edited by these organizations are addressed; three cross-cutting themes are used for reading them. First, socioeconomic hierarchies and their impact on the formulation of desirable teacher profiles are reviewed. Second, the genre assumptions inferred from the given information are reviewed. Finally, a reflection is made on the cultural traits that are assumed and expressed as desirables in the continued training of future teachers. Since it is a philosophical text, a problematic area is opened up for each of these themes, which remains available for reflection, discussion, and the study of the education system actors in each context. The conclusions suggest some open lines of research that constitute efforts to reformulate and intervene in teacher training processes, and concomitantly, in the definition of significant and emancipatory education policies in Latin America. |
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2019 |
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2024-07-05T19:04:39Z |
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2024-07-05T19:04:39Z |
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2019-04-22 |
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info:eu-repo/semantics/article |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308 10.19053/22160159.v10.n22.2019.9308 |
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https://repositorio.uptc.edu.co/handle/001/13531 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308 https://repositorio.uptc.edu.co/handle/001/13531 |
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10.19053/22160159.v10.n22.2019.9308 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/7728 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/8797 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/8950 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/9005 |
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Derechos de autor 2019 Laura Galazzi, Diana Gómez, Muriel Vázquez |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 19 - 43 |
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Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 19 - 43 |
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Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 19 - 43 |
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Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 19 - 43 |
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Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 19 - 43 |
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Repositorio Institucional UPTC |
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2019-04-222024-07-05T19:04:39Z2024-07-05T19:04:39Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/930810.19053/22160159.v10.n22.2019.9308https://repositorio.uptc.edu.co/handle/001/13531The present article explores teacher training policies promoted by international organizations including the World Bank or the OECD in Latin America and the Caribbean. Documents edited by these organizations are addressed; three cross-cutting themes are used for reading them. First, socioeconomic hierarchies and their impact on the formulation of desirable teacher profiles are reviewed. Second, the genre assumptions inferred from the given information are reviewed. Finally, a reflection is made on the cultural traits that are assumed and expressed as desirables in the continued training of future teachers. Since it is a philosophical text, a problematic area is opened up for each of these themes, which remains available for reflection, discussion, and the study of the education system actors in each context. The conclusions suggest some open lines of research that constitute efforts to reformulate and intervene in teacher training processes, and concomitantly, in the definition of significant and emancipatory education policies in Latin America.El presente artículo indaga acerca de las políticas de formación docente que los organismos internacionales, como el Banco Mundial o la OCDE, promueven para América Latina y el Caribe. Se abordan documentos editados por estos organismos y para su lectura se utilizan tres ejes transversales. En primer lugar, se revisan las jerarquías socio-económicas y su impacto en la formulación de los perfiles deseables para ejercer la profesión docente. En segundo lugar, se revisan los supuestos de género que es posible inferir de las orientaciones que proveen. Y, por último, se reflexiona sobre los rasgos culturales supuestos y ponderados como deseables en la formación permanente de los futuros profesores. Al proponer un abordaje filosófico, se abre, respecto de cada uno de estos temas, un campo problemático que permanece disponible para la reflexión, la discusión y el estudio de los actores del sistema educativo en cada contexto. Se proponen también, en las conclusiones, algunas líneas de indagación abiertas, que constituyen apuestas para reformular e intervenir en los procesos de formación docente y, de manera concomitante, en la definición de políticas educativas significativas y emancipatorias en Latinoamérica.Le présent article explore des politiques de formation des enseignants impulsées par des organisations internationales comme la Banque mondiale ou l’OCDE en Amérique Latine et dans les Caraïbes. Il aborde des documents édités par ces organisations et trois axes transversaux sont utilisés pour leur lecture. En premier lieu, on examine les hiérarchies socioéconomiques et leur impact sur l’élaboration des profils souhaitables pour exercer la profession d’enseignant. En deuxième lieu, on examine les hypothèses de genre déduites de l’information donnée. Finalement, on réfléchit sur les traits culturels présupposés et exprimés comme souhaitables dans la formation permanente des futurs enseignants. Étant donné qu’il s’agit d’un texte philosophique, pour chacun de ces sujets, un domaine problématique s’ouvre et reste disponible pour la réflexion, la discussion et l’étude des acteurs du système éducatif dans chaque contexte. Les conclusions proposent certaines lignes ouvertes de recherche qui constituent des efforts pour reformuler et intervenir dans les processus de formation des enseignants et, parallèlement, dans la définition de politiques éducatives significatives et émancipatoires en Amérique latine.O presente artigo indaga sobre as políticas de formação docente que organismos internacionais, tais como o Banco Mundial ou a OCDE, promovem para a América Latina e no Caribe. Abordam-se documentos publicados por estes organismos e para sua leitura se utilizam três eixos transversais. No primeiro lugar, se revisam as hierarquias sócio-econômica e seu impacto na formulação dos perfis desejáveis para exercer a profissão docente. Em segundo lugar, se revisam os supostos de gênero que é possível deduzir das orientações que provem. E, finalmente, se reflete sobre os traços culturais supostos e ponderados como desejáveis na formação permanente dos futuros professores. Ao ser um texto filosófico, abre-se, respeito de cada um destes temas, um campo problemático que permanece disponível para a reflexão, a discussão e o estudo dos atores do sistema educacional em cada contexto. Também, propõem-se nas conclusões, algumas linhas de indagação abertas, que constituem apostas para reformular e intervir nos processos de formação docente e, de maneira concomitante, na definição de políticas educacionais significativas e emancipatórias na América Latina.application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/7728https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/8797https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/8950https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9308/9005Derechos de autor 2019 Laura Galazzi, Diana Gómez, Muriel Vázquezhttp://purl.org/coar/access_right/c_abf41http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 22 (2019): Maestro, didáctica y formación; 19 - 43Praxis & Saber; Vol. 10 Núm. 22 (2019): Maestro, didáctica y formación; 19 - 43Praxis & Saber; Vol. 10 No 22 (2019): Maestro, didáctica y formación; 19 - 43Praxis & Saber; V. 10 N. 22 (2019): Maestro, didáctica y formación; 19 - 43Praxis & Saber; v. 10 n. 22 (2019): Maestro, didáctica y formación; 19 - 432462-86032216-0159education policyvocational trainingphilosophy of educationstate and educationeducational autonomypolítica educacionalformación profesionalformación docentefilosofía de la educaciónestado y educaciónautonomía educativapolitique éducativeformation professionnellephilosophie de l’éducationÉtat et éducationautonomie éducativepolítica educacionalformação profissionalfilosofia da educaçãoestado e educaçãoautonomia educacionalGlobalized policies for teacher training: proposals for a philosophical readingPolíticas mundializadas de formación docente: propuestas para una lectura filosóficaPolitiques globalisées de formation des enseignants: propositions pour une lecture philosophiquePolíticas globalizadas de formação docente: propostas para uma leitura filosóficainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6540http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a124http://purl.org/coar/version/c_970fb48d4fbd8a85Galazzi, LauraGómez, DianaVázquez, Muriel001/13531oai:repositorio.uptc.edu.co:001/135312025-07-18 11:43:29.678metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |