Trabajo docente y producción de conocimientos. Consideraciones generales desde la perspectiva de la Confederación de los Trabajadores de la Educación de la Argentina.

This article is an effort to think about the idea of “systematization of educational work”, which proposesto limit reductionist perspectives that see the teacher as the executer and producer of knowledge. Hence, educational work must be understood as a problematization of the work of teachers itself,while their identity and position as social subjects are resignified.These events make them protagonists of an emancipatory and decolonial pedagogy. To this effect,the article develops the following expository moments: a) systematization of educational work: approaches and perspectives, b) “educational work” as an object of study: reflections on a social practice, c) who is the subject who constructs the object-problem... who problematizes?, d) whyto systematize “educational work” in the current historical context? These sections seek to presenta debate in the epistemic, conceptual, methodological, and practical levels, which allow a criticalunderstanding of the conditions for the fulfillment of educational work, as well as its ruptures andcontinuities, from the perspective of an emancipatory pedagogy.

• Autores: Duhalde, Miguel
• Tipo de recurso: Article of journal
• Fecha de publicación: 2015
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/4791
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/4317; http://hdl.handle.net/20.500.12209/4791
• Palabra clave: Decolonial; Sistematización de trabajo docente; Producción de conocimiento; Educación en Argentina; Decolonial; Pedagogía emancipadora
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0