Las principales políticas públicas de Formación Docente desde las voces de los actores : El caso de los Polos de Desarrollo (2000-2001)

Detalles Bibliográficos
Publicado en:	Archivos de Ciencias de la Educación. Vol. 11 No. 12 (2017),e033 11. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2017 Artículos
Autor Principal:	Porta, Luis
Otros autores o Colaboradores:	Aguirre, Jonathan
Formato:	Artículo
Temas:	Educación Superior Políticas Públicas Formación Docente Polos de Desarrollo Higher Education Teacher Public politics Teacher Training Development Poles
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8294/pr.8294.pdf http://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/8202 10.24215/23468866e033
Resumen:	En la historia reciente de la formación docente de nuestro país han sucedido diversos procesos que pretendieron generar y construir proyectos de formación diferenciados y con alto recupero pedagógico. En este artículo expondremos, las principales políticas públicas para el sector de la formación docente no universitario que a nuestro criterio merecen ser destacadas y recuperadas. Consideramos que el Magisterio de Educación Básica (MEB), el Programa de Transformación de la Formación Docente (PTFD), el Proyecto Polos de Desarrollo, el Programa de Renovación Pedagógica y la creación del Instituto Nacional de Formación Docente (INFOD), vertebran el esqueleto de políticas públicas más importante desde la restitución democrática en materia de formación docente y cuyas huellas hoy se reconocen sedimentadas de maneras diversas en las instituciones y en el subsistema formador argentino. Recuperaremos particularmente el proyecto "Polos de Desarrollo (2000-2001)" a partir de los testimonios de los propios actores y de referentes del campo de la formación docente In the recent history of teacher training in our country there have been several processes that sought to generate and build differentiated training projects with high pedagogical recovery. In this article, we will present the main public policies for the sector of non-university teacher education that in our view deserve to be highlighted and recovered. We believe that the Teaching of Basic Education (MEB), the Teaching Training Transformation Program (PTFD), the Polos de Desarrollo Project, the Pedagogical Renewal Program and the creation of the National Institute of Teacher Education (INFOD) of public policies more important since the democratic restitution in the matter of teacher training and whose traces today are recognized sedimented in different ways in the institutions and in the Argentine training subsystem. We will especially recover the project "Polos de Desarrollo (2000-2001)" from the testimonies of the actors themselves and from the field of teacher training
Descripción Física:	p.e033
ISSN:	ISSN 2346-8866

MARC


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100			\|a Porta, Luis \|u Universidad Nacional de Mar del Plata
700			\|a Aguirre, Jonathan \|u Universidad Nacional de Mar del Plata
245	1	0	\|a Las principales políticas públicas de Formación Docente desde las voces de los actores \|b : El caso de los Polos de Desarrollo (2000-2001)
246	3	3	\|a The main public policies of Teacher Training since the voices of the actors \|b The case of development poles (2000-2001)
041		7	\|2 ISO 639-1 \|a es
300			\|a p.e033
520	3		\|a En la historia reciente de la formación docente de nuestro país han sucedido diversos procesos que pretendieron generar y construir proyectos de formación diferenciados y con alto recupero pedagógico. En este artículo expondremos, las principales políticas públicas para el sector de la formación docente no universitario que a nuestro criterio merecen ser destacadas y recuperadas. Consideramos que el Magisterio de Educación Básica (MEB), el Programa de Transformación de la Formación Docente (PTFD), el Proyecto Polos de Desarrollo, el Programa de Renovación Pedagógica y la creación del Instituto Nacional de Formación Docente (INFOD), vertebran el esqueleto de políticas públicas más importante desde la restitución democrática en materia de formación docente y cuyas huellas hoy se reconocen sedimentadas de maneras diversas en las instituciones y en el subsistema formador argentino. Recuperaremos particularmente el proyecto "Polos de Desarrollo (2000-2001)" a partir de los testimonios de los propios actores y de referentes del campo de la formación docente
653			\|a Educación Superior
653			\|a Políticas Públicas
653			\|a Formación Docente
653			\|a Polos de Desarrollo
520	3		\|a In the recent history of teacher training in our country there have been several processes that sought to generate and build differentiated training projects with high pedagogical recovery. In this article, we will present the main public policies for the sector of non-university teacher education that in our view deserve to be highlighted and recovered. We believe that the Teaching of Basic Education (MEB), the Teaching Training Transformation Program (PTFD), the Polos de Desarrollo Project, the Pedagogical Renewal Program and the creation of the National Institute of Teacher Education (INFOD) of public policies more important since the democratic restitution in the matter of teacher training and whose traces today are recognized sedimented in different ways in the institutions and in the Argentine training subsystem. We will especially recover the project "Polos de Desarrollo (2000-2001)" from the testimonies of the actors themselves and from the field of teacher training
653			\|a Higher Education Teacher
653			\|a Public politics
653			\|a Teacher Training
653			\|a Development Poles
856	4	0	\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8294/pr.8294.pdf
952			\|u https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.8294/pr.8294.pdf \|a MEMORIA ACADEMICA \|b MEMORIA ACADEMICA
856	4	1	\|u http://www.archivosdeciencias.fahce.unlp.edu.ar/article/view/8202
856			\|u 10.24215/23468866e033
773	0		\|7 nnas \|t Archivos de Ciencias de la Educación. \|g Vol. 11 No. 12 (2017),e033 \|v 11 \|l 12 \|q e033 \|d Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Ciencias de la Educación, 2017 \|x ISSN 2346-8866 \|k Artículos
542	1		\|f Esta obra está bajo una licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional \|u http://creativecommons.org/licenses/by-nc-sa/4.0

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Las principales políticas públicas de Formación Docente desde las voces de los actores : El caso de los Polos de Desarrollo (2000-2001)

MARC

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