Approaches to the disputes, tensions and counterpoints on student and teacher identities in the Higher Institutes of Teacher Training between the decline of the last dictatorship and the post-dictatorship

Abstract

The present work is based on a research focused on the National Higher Institute of Teachers “Joaquín V. Gonzalez” (INSP “JVG”) during the last years of the self-styled National Reorganization Process (PRN) and the first years of the post- dictatorship. Analyzes the conceptions manifested in the educational field for teacher training around student identities and teacher identities. Initially, it stops at a methodological reflection on the challenges involved in the construction of a heterogeneous empirical corpus that enables the counterpoint between sources and scales of analysis. Next, it examines dialogues and tensions between de facto regulations and guidelines and student publications in the context of recovering student participation. Finally, it synthesizes the contributions offered, recovering the nodal aspects of the methodological reflections deployed and making visible the statements about teacher and student identities that survive the post- dictatorship period.