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Catalina Olga Maya Alfaro** La formación docente y las escuelas normales en México.
Una lectura desde el análisis de las políticas públicas
The efficient- and competitive-oriented logics that prevail in Latin America impose new regu-
lations to the realm of education, which need to be explained within the local contexts in order
to develop a comparative policy as a pertinent body of knowledge in the region. This article
deals with the tensions between the universal and the particular, by proposing an analysis
of public policies in the area of teacher formation. This analysis concentrates on the normal
schools and the re-significations designed around the changes made by governmental autho-
rities, usually with little participation of the ones involved. These reflections consider the ar-
ticulation of policies, institutions, and individuals as an axis that recovers the structures and
the diversity with which power and public actions manifest themselves in educative reforms,
as referents that help to rethink theoretical and methodological constructions in the formation
of this body of knowledge.
Key words: Teacher formation, education policies, normal schools, education reforms.