La cordillera pedagógica en la formación docente: Argentina y Chile.
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| Title: | La cordillera pedagógica en la formación docente: Argentina y Chile. |
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| Alternate Title: | The Pedagogical Mountain Range in Teacher Education: Argentina and Chile. A cordilheira pedagógica na formação docente: Argentina e Chile. |
| Authors: | Cox, Cristian1 cristian.cox@udp.cl, Rivas, Axel2 arivas@udesa.edu.ar |
| Source: | Pedagogía y Saberes. jul-dec2026, Issue 65, p49-64. 16p. |
| Subject Terms: | *Curriculum, *Comparative studies, *Teacher competencies, *Teacher role, *Teacher education, Chileans, Countries |
| Geographic Terms: | Latin America, Argentina, Chile |
| People: | Bernstein, Basil B. |
| Abstract (English): | This article presents the results of a reflection based on a comparative study of the curriculum of initial teacher education in Argentina and Chile. The research problem focuses on understanding how the fields of pedagogic recontextualization are con- figured to structure teachers' professional knowledge in both countries. Methodologically, a comparative curriculum analysis is conducted based on the systematization of course syllabi and required bibliographies from teacher education institutions. The study analyzes 411 courses in Argentina and 492 in Chile, including a corpus of 11,150 texts used in teacher education. The theoretical framework draws on Basil Bernstein's pedagogic device and on the categories of teacher knowledge proposed by Lee Shulman. The results show divergent configurations: in Argentina, a more endogamous, fragmented pedagogical field with low state regulation predominates; whereas in Chile there is greater convergence between public policies, national standards, and academic production. These differences are reflected in the authors read, the dominant disciplines, and the categories of knowledge used in teacher education. The article concludes that these divergences shape differentiated training traditions that can be interpreted as a pedagogical mountain range between the two countries, with relevant implications for teacher profes- sional identity and teacher education policies in Latin America. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo presenta resultados de una reflexión sobre la base de una investigación comparativa sobre el currículum de la formación inicial docente en Argentina y Chile. El problema de investigación se cen- tra en comprender cómo se configuran los campos de recontextualización pedagógica que estructuran el conocimiento profesional docente en ambos países. Metodológicamente se realiza un análisis curri- cular comparado basado en la sistematización de programas de asignaturas y bibliografía obligatoria de instituciones formadoras de docentes. El estudio analiza 411 materias en Argentina y 492 en Chile, incluyendo un corpus de 11.150 textos utilizados en la formación docente. El marco teórico se apoya en el dispositivo peda- gógico de Basil Bernstein y en las categorías de conocimiento docente propuestas por Lee Shulman. Los resultados muestran configuraciones divergentes: en Argentina predomina un campo pedagógico más endogámico, fragmentado y con baja regula- ción estatal; mientras que en Chile existe una mayor convergencia entre políticas públicas, estándares nacionales y producción académica. Estas diferencias se reflejan en los autores leídos, las disciplinas predominantes y las categorías de conocimiento utilizadas en la formación docente. El artículo concluye que estas divergencias configuran tradiciones formativas diferenciadas que pueden interpretarse como una cordillera pedagógica entre ambos países, con implicancias relevantes para la identidad profesional docente y las políticas de formación docente en América Latina. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo apresenta resultados de uma reflexão baseada em uma pesquisa comparativa sobre o currículo da formação inicial de professores na Argentina e no Chile. O problema de pesquisa centra-se em compreender como se configuram os campos de recontextualização pedagógica que estruturam o conhecimento profissional docente em ambos os países. Metodologicamente, realiza-se uma análise curricular comparada baseada na sistematização de programas de disciplinas e da bibliografia obriga- tória de instituições formadoras de professores. O estudo analisa 411 disciplinas na Argentina e 492 no Chile, incluindo um corpus de 11.150 textos utilizados na formação docente. O marco teórico apoia-se no dispositivo pedagógico de Basil Bernstein e nas categorias de conhecimento docente propostas por Lee Shulman. Os resultados mostram configurações divergentes: na Argentina predomina um campo pedagógico mais endogâmico, fragmentado e com baixa regulação estatal; enquanto no Chile existe maior convergência entre políticas públicas, padrões nacionais e produção acadêmica. Essas diferenças se refletem nos autores lidos, nas disciplinas predominantes e nas categorias de conhecimento utilizadas na formação docente. O artigo con- clui que essas divergências configuram tradições formativas diferenciadas que podem ser interpretadas como uma cordilheira pedagógica entre ambos os países, com implicações relevantes para a identidade profissional docente e as políticas de formação de professores na América Latina. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article presents the results of a reflection based on a comparative study of the curriculum of initial teacher education in Argentina and Chile. The research problem focuses on understanding how the fields of pedagogic recontextualization are con- figured to structure teachers' professional knowledge in both countries. Methodologically, a comparative curriculum analysis is conducted based on the systematization of course syllabi and required bibliographies from teacher education institutions. The study analyzes 411 courses in Argentina and 492 in Chile, including a corpus of 11,150 texts used in teacher education. The theoretical framework draws on Basil Bernstein's pedagogic device and on the categories of teacher knowledge proposed by Lee Shulman. The results show divergent configurations: in Argentina, a more endogamous, fragmented pedagogical field with low state regulation predominates; whereas in Chile there is greater convergence between public policies, national standards, and academic production. These differences are reflected in the authors read, the dominant disciplines, and the categories of knowledge used in teacher education. The article concludes that these divergences shape differentiated training traditions that can be interpreted as a pedagogical mountain range between the two countries, with relevant implications for teacher profes- sional identity and teacher education policies in Latin America. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01212494 |
| DOI: | 10.17227/pys.num65-24549 |
