<b>Teaching positions for secondary education in Argentina: a historical look to think about the present

Abstract

There is much discussion today about secundary school. In the center of these debates is the task of teachers and their training. Who choose to train themselves and work as teachers in secondary schools? What new things they bring? What happened to the prestige and authority that were supposedly around them before? Which relationships do these changes have with the massification of secundary school? And with contemporary socio-cultural transformations? In order to understand these current problems, in this paper we aim to explore the historical construction of teacher training in Argentina, focusing on both the task and issues of cultural authority, as well as the concrete conditions in which the task is performed. Which are the authoritative voices for the position of professor? Which are displaced?  How these public positions change over time? Which traditions and disputes hybridize in that construction? We seek to account for the changes that task and public recognition of teachers went through, identifying four teaching positions in the history of Argentina secondary school. Especially, trademarks of teaching experience left in literature, whether in the form of reports or fictional stories, to account for the most subjective forms taken by the identified teaching positions.