Teaching work and social demands: research cases from the political discourse analysis
This Article analyses the way in which conception about teaching profession has been built. My aim is to analyze profesionalization as a long-lasting notion and how new meanings has been recently linked to it. Moreover, I will analyse the circulation of senses and discourses that regulate and organi...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Argentina |
| Institución: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/17859 |
| Acceso en línea: | http://hdl.handle.net/11336/17859 |
| Access Level: | acceso abierto |
| Palabra clave: | hegemony social demand teacher professionalization theory of discourse https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
| Sumario: | This Article analyses the way in which conception about teaching profession has been built. My aim is to analyze profesionalization as a long-lasting notion and how new meanings has been recently linked to it. Moreover, I will analyse the circulation of senses and discourses that regulate and organize the teachers work, and that specifically refers to the multiple ways in which teachers assume, live and think about their task, and the problems, challenges and utopias that they bring up around it. The notion of teacher professionalization is placed in this discursive horizon as the signifier by means of which teachers were interpelled within the framework of education reforms. Therefor, I analize a concept of teacher position. The theoretical point of view is political analysis of the discourse is developed on a post-structuralist conception of the social, the ontological nature of the political, a discursive perspective of the Gramscian conception of hegemony. |
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