Pensar la historia de las instituciones educativas en la Argentina: Aportes para el debate
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Abstract
(descriptive): the history of educational institutions in Argentina has traditionally been associated with hackneyed historical paradigms of educational research. Only in recent decades have studies begun to surface that understand the need for institutional analysis that combines the educational and the historical. In this sense, there is a need to seriously reconsider the methods and ways of thinking about this history so that this work transcends the influence of the positivist tradition. This paper aims to analyze the contributions made to the field of Social History of Education from three areas: psychosocial studies of educational institutions; the theories of power developed by Michael Foucault; and the institutional sociology of Pierre Bourdieu. The author proposes that the intersections of these perspectives give teachers and researchers a methodological framework to understand educational history from an institutional perspective.
To contemplate the history of educational institutions using this multidimensional perspective is not just a method of educational historical research but also a way in which teachers can reflect on their own practices in educational institutions.
Key words: history of education, educational institutions, sociology of education, educational psychosociology (Unesco Social Sciences Thesaurus)
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