School experience in the official pedagogic discourse: Analysis of the transmission of an educational code in the Ciudad Autónoma de Buenos Aires Primary School Curriculum

Abstract

The article derives from an ongoing research work aimed at studying formative experiences that take place in primary schools in Ciudad Autónoma de Buenos Aires. In this context, the paper analyzes the characteristics of the educational proposal for one specific subject of the first tier, as it is delineated by the official curriculum. Through an analytical reading of the document that focuses on its discursive features, it is argued that the curriculum would configure a paradoxical experience of  detachment as a formative plan for the students. It is shown how the official  pedagogic discourse articulates an instructional and expressive order that  simultaneously would pursue the reconstruction of ideas and the production of  predominantly rational agents. The transmission of a code aspiring to a detached relation between the agents and the world as a particular relationship with knowledge is thought to be fundamental in that discourse. The analysis shares broader  reflections that invite to rethink the ways in which curriculum policies contribute to configure meanings and conditions for school experiences at the primary level.