Teaching work and equality in the official pedagogic discourse in Argentina (2003–2019)

Abstract

This article is aimed at analysing the modes in which educational instruction and equality are joined together in the official pedagogic discourse in Argentina during the period 2003–2019. This short period encompasses two moments of engaging in debates over the nature of this articulation—namely, the presidencies of Néstor Kirchner followed by Cristina Fernández (2003–2105) and that of Mauricio Macri (2015– 2019). The analysis will be constructed through conceptual tools and methodologies arising from a political analysis of the discourse and will involve a set of documents that constitute expressions of the official discursiveness on the national level. The trajectory realised in this review considers three political-pedagogical antagonisms throughout the length of the period analysed: regarding (i) the idea of equality in official discourse, (ii) pedagogy as specific language for the construction of educational policies, and (iii) the degree of politicizing in the training and work of teachers.