Wanting to be a teacher in times of conservative phobia: perspectives of students from a faculty of the San Martín

  • Eduardo Langer Universidad Nacional de San Martin / Consejo Nacional de Ciencias y Tecnología, CONICET Argentina
  • Jonathan Andrés Instituto de Formación Docente N° 174. Universidad Nacional de San Martin. Argentina

Abstract

This article describes the meanings teaching work acquires in precarious contexts. The meanings are taken from the point of view of a group of students of a teacher training program in San Martín. The hypothesis is that within social conditions of uncertainty for the teaching work, this activitty becomes an option to challenge conservative discourses and practices which deepen social and educational inequalities. The study is developed through an exploratory qualitative methodological approach. It uses in-depth interviews carried out since 2018 to the present. The interviews were made to first- and fourth-year students of the training course. Some of the results indicate that students desire regarding teaching are produced to respond to the need of doing something for the place they inhabit. That includes the desire of social change, to get some kind of social recognition, and to be able to transmit knowledge which may allow school students to be happy or to forget for a few moments the daily sadness.

Downloads

Download data is not yet available.

Downloads

Published

2021-09-08

How to Cite

Langer, E., & Andrés, J. (2021). Wanting to be a teacher in times of conservative phobia: perspectives of students from a faculty of the San Martín. Praxis Educativa, 25(3), 1–16. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/6111

Issue

Vol. 25 No. 3 (2021): septiembre - diciembre

Section

Artículos

License

Copyright Notice

Editorial Committee Educational Praxis Magazine:
I hereby declare that I am the author of the article titled (article name), that it is original and my own and that it was not previously published in any other format or medium. I declare to know that the magazine will not charge me any type of fee under any circumstances, nor will I receive any type of monetary compensation If it were accepted for publication in Educational Praxis, I authorize the aforementioned magazine to publish it digitally and to advertise it on its social networks.
If the work is published, I adhere to the Creative Commons license called "Attribution - Non-Commercial Share Alike CC BY-NC-SA", through which it is allowed to copy, reproduce, distribute, publicly communicate the work and generate derivative works, as long as when the original author is cited and acknowledged. This license has been used since September 2018. In 2016 CC BY NC ND 4.0 was adhered to; and in the years 2017 and 2018 (January-August) CC BY NC 4.0.
This CC BY-NC-SA Share Alike license does not, however, permit commercial use of the work. As an author, the journal may establish additional agreements for the non-exclusive distribution of the version of the work published in the journal, it allows me to self-archive the published articles, in their post-print version, in institutional, thematic repositories, personal web pages or any other relevant use. with the recognition of having been first published in this journal.
Educational Praxis adheres to DORA (Declaration on Research Assessment)  signed in San Francisco, California, on December 16, 2012, and to the Declaration of Mexico (Joint Declaration LATINDEX - REDALYC - CLACSO - IBICT).