The configuration of de teaching trajectories in the technical schools of the province of Neuquén: a preliminary analysis

Abstract

The objective of this article is to analyze how the teaching trajectories are configured in two technical schools of the Province of Neuquén, in particular, of those technicians and professionals who are inserted in teaching. To do this, we will develop a description of the schools analyzed and the first analyzes on the dimensions that affect the configuration of teaching trajectories: the mechanisms for admission to teaching; the regulations of the provincial system; the reasons for the choice of teaching; the knowledge of the teaching task and the experience that is configured in this path. The research was based on a case study from a qualitative logic in which we conducted semi–structured interviews with teachers of the basic and higher levels, as well as the management teams during 2017. We maintain that the teaching trajectories of those teachers, technicians and professional base, configure heterogeneous and diverse experiences, framed by the regulations and mechanisms of access to teaching, in which it is glimpsed the construction of new professional identities, which stress the technical–labor experience with the pedagogical training, and that affect the relations with the knowledge that the students build.