Teacher training in Latin America and the social context: A historical análisis

Abstract

The research work reported in this article addresses teacher training in the social context as the main focus, whose phenomenon started from the incidence of the various predominant historical and contemporary currents that make the object of study a complex entity that is difficult to understand initially, where scientific publications represented a source of academic relevance to be interpreted, in order to characterize the concepts present in scientific production regarding teacher training in Latin America in light of educational historicity, whose methodological work process was adjusted. According to the epistemological reasoning typical of the interpretative paradigm, under the qualitative approach, oriented by hermeneutics as a method, based on documentary-type research, which assumed a scientific bibliographic base based on 500 articles published in the last two decades (2000-2021). ), whose analysis was assisted in multiple computer programs for descriptive systematization. Due to all of the above, it was possible to approximate different derivations that in general reflect the contrast between the typically humanist training, compared to another of a positivist nature anchored to the neoliberal economic model, which supposes the permanent tension of the teacher in terms of his historicity, identity and performance as a teaching professional, since teacher training in Latin America is closely linked to the business logic of the free market, that is, competitiveness, productivity and quality management.