POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES.

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Bibliographic Details
Title:	POSICIONES SOBRE PROFESIONALIZACIÓN DOCENTE EN EL DISCURSO DE LOS ORGANISMOS INTERNACIONALES.
Authors:	MONARCA, HÉCTOR¹ hector.monarca@uam.es, MERA-CLAVIJO, ALBERTO² amera@pedagogica.edu.co, ÁLVAREZ-LÓPEZ, GABRIEL³ gabal@usal.es, GOROSTIAGA, JORGE M.⁴ jgorosti@unsam.edu.ar
Source:	Revista Mexicana de Investigación Educativa. jul-sep2024, Vol. 29 Issue 102, p509-533. 25p.
Subject Terms:	*Corporate culture, Development banks, Social processes, Professionalization, Manufacturing processes
Company/Entity:	UNESCO
Abstract (English):	This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este artículo analiza los discursos, a través de sus documentos, sobre profesionalización docente de tres organismos internacionales: Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura; Oficina Regional de Educación para América Latina y el Caribe-Unesco y Banco Interamericano de Desarrollo. El objetivo fue identificar sus posiciones explícitas e implícitas en esta temática, entendiendo que sus discursos, políticas y prácticas de profesionalización docente forman parte de los procesos de producción de lo social en general y del campo educativo en particular. Se realizó un análisis de contenido de los documentos seleccionados desde una aproximación crítica al discurso. Los resultados muestran que predomina una posición híbrida respecto de la profesionalización, aunque mayormente caracterizada por la gestión del profesoradoescuela. Las conclusiones invitan a pensar sobre el hibridismo como rasgo predominante de los documentos orientados a la política y dirigidos a múltiples audiencias y contextos. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article analyzes the statements, expressed through their documents, on teacher professionalization of three international organizations: the Organization of Ibero-American States for Education, Science and Culture; the Organization of Ibero-American States for Education, Science and Culture-Unesco and the Inter American Development Bank. The purpose was to identify their explicit and implicit stances on this issue, in the understanding that their discourses, policies and practices of teacher professionalization are part of the processes of production of the social in general and particularly of the educational field. A content analysis of the selected documents was carried out from a critical point of view to the discourse. The results show that a hybrid position on professionalization prevails, although mostly characterized by a teacher-school managerial approach. The conclusions invite us to consider hybridism as a predominant feature of policy-oriented documents addressed to multiple audiences and contexts. [ABSTRACT FROM AUTHOR]
ISSN:	14056666