Abstract

PETRELLI, Lucía. Formación docente, estado y apropiación: notas sobre la implementación de un nuevo plan de estudio en la carrera docente. Propuesta educativa (Online) [online]. 2014, n.42, pp.65-76. ISSN 1995-7785.

Public policy is a process in which several actors take part and struggle from unequal psitions to give that policy a certain direction. This article presents an anthropological and relational analysis of diferent ways in which students, teachers and authorities in an educational intitute for future teachers experience the changes that occurred in the Curricula of K-5 and Elementary School teachers training colleges part of such changes was the extension to four years as well as the extension of the period of practice. The text of curricular policy clearly states that future teachers’education is prior and must be strenthened, so above refered changes follow this pattern. On the other hand, different institutional actors considered that these changes hinder studies to come to an end. The analysis reckons that educational policies coming from state departments (curricula, resolutions, etc.) do not merely reach institutions by an aseptic process; in fact, policy setting is appropriate them, thus redefining the meanings of the programs while producing the policy itsself.

Keywords : policy/education/curricular policy; Education for future teachers; Policy setting; Institutional actors; Appropriation.

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