Resumen

MENDEZ, Jorgelina  y  GIOVINE, Renata. La forma de la reforma educativa en la transición democrática argentina: intelectuales, políticosy discursos (1983-1989). Propuesta educativa (Online) [online]. 2020, n.54, pp.81-103. ISSN 1995-7785.

The article analyzes the educational agenda of the Argentine democratic transition (1983-1989), with the aim of reconstructing the meanings associated to the process of educational transformation, also called “reform” or “modernization”. This agenda is based on the principles that structure Raúl Alfonsín's ethical-political discourse (Quiroga, 2005) pluralism, participation, tolerance and solidarity. The hypothesis proposes that a form of reform is defined acquiring distinctive features that make it possible to establish an interregnum in the way of reform that has been taking place since the 1960s, as well as the one that will occur since the 1990s. For this reason, it is proposed to develop "concerted" educational policies, first within the national pedagogical congress and, then, assuming a more active role, the Secretary of Education that put into action a set of projects with the aim of facing the problems of an authoritarian, disjointed and segmented educational system. At both moments it is possible to observe the close relationship that was established between public functionary-politicians, intellectuals-reformers and teachers. For this, a documentary corpus has been analyzed as well as the political and academic trajectories of officials and intellectuals. accounting for debates and disputes, agreements and disagreements, as well as a reformer ethos associated with the prevailing climate of the time in which knowledge, feelings, principles, values ​​and practices are amalgamated, contributing to reconfigure, democratically and participatively, educational institutions.

Palabras clave : Educational reform; Intellectuals; Democratic transition; Recent history.

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