Datos para una historia compleja: normas curriculares y producciones editoriales
El caso argentino (1960–2014)
DOI:
https://doi.org/10.21344/iartem.v10i1-2.711Keywords:
curricular standards, manuals, textbooks, educational system, international textbook research institutionsAbstract
I propose to present contributions to interpret the relations between curricular prescriptions of the Argentine primary education system and the textbooks, educational means that present courses or systematized subjects in the last five decades. Apart from a linear political and pedagogical reading, their stories show signs of congruent acceptance and development, as well as parallelism, “ascending” influences, productive exchanges, and merely formal acceptances. I justify the diachronic reading of these relations in the continuity of editorial productions, despite the social and political conflicts reflected in the changes of norms. I also consider the editorial contributions to curriculum policies, as well as their declines. We seek the intelligibility of intertextual relations in the complexity of the existence of curricular norms and textbooks, focusing on the interpretation of pedagogical approaches to norms and their development in the textbooks, in the articulation with aspects of the political context. I also propose to begin readings that link our history with that of international institutions relevant to research in the field of textbook research.
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