Lógicas contradictorias en la construcción social del trabajo docente en Argentina. Etnografía del Cuaderno de Actuación Profesional

Abstract

This paper deals with everyday ways of teaching evaluation as a main aspect in the analysis of the historical dimension of teaching task identity. An analysis of the "Cuaderno de Actuación Profesional” (Notebook of Professional Performance) as a particular kind of rethoric used in schools, will enable a periodized description of the political meanings of such work through a “quasi-document” produced in school context. The peculiarity of colloquial style with wich the “Cuaderno” is written is congruent with school life’s orality, and thus it is legitimized. Its analysis unveils a hypothesis that schooling is at the same time a strong political institution and a Childhood world with family and household relations. These features inhibit objective evaluation of specific teaching practice in relation to knowledge. Instead of a limitation, according to professional model, this is an emergent for critic and school changing potential.