Abstract:
This article is part of a larger investigation analyzing a teacher training reform -The Maestros de Enseñanza Básica curriculum - implemented in the Argentine democratic transition (1983-1989) in which the global agenda and the national educational agenda enter in dialogue through the organizations international. The reconstruction of the experience is based on analysis of documents (official and from international organizations) and related regulations, as well as academic works of those who designed it. Also, actors who participated in its development were interviewed. It was observed that this policy articulated the government's aspiration to democratize institutions and pedagogical relations, in opposition to the authoritarianism experienced in the military dictatorship, with international discourses that called for improving and professionalizing teacher training and practice. Likewise, it advanced issues in relation to the duration and structure of the curriculum as well as the organization of teaching practice, which will be present until today in the discussions of new curriculms. However, the briefness of the experience (1987-1990) and the forms of implementation of this reform prevented it from being recovered as an antecedent to these discussions.
Keywords:
curriculum; world education policy; school teaching; history of education