Over the last few decades, in Argentina there has been a drive to transform the school system, tackling both in objective dimension of the system by means of regulations, budgeting, curriculum, use of ICT tools, just to mention the most representative elements; and the subjective dimension which includes actors, training and the rethinking of teacher training practices.
These dimensions are part of a number of discourses that are decontextualized from the actual teaching and institutional practices, as if they were a remnant full of good intentions but facing, clashing and subsiding when it comes to the objective conditions within which this practice takes place.
It is vitally important to understand how these elements interact with each other within the educational system and that the transformation proposals should be considered based on the conditions provided by their interactions. These dimensions are part of different discourses that are decontextualized from real teaching and institutional practices, as a remnant of good intentions but that faces, collides and recedes in the face of the objective conditions within which this practice takes place.
It is a priority to understand the relationship between the elements within the educational system and that the transformation proposals are thought based on those conditions that the relationships produce.
Keywords: "Epistemology of education, school devic
Start date: 2021-03-01
Advisor: Dr. Pablo Mario Narvaja
Email: pablomnarvaja@yahoo.com.ar
