Resumo

TOSONI, Cecilia. Educational Reforms and the Reconfiguration of Teacher's Subjectivity in Argentina. Pedagogía y Saberes [online]. 2021, n.55, pp.105-120.  Epub 15-Fev-2022. ISSN 0121-2494.  https://doi.org/10.17227/pys.num55-11382.

The article presents a research about teachers' tasks and the understanding they have about their work and themselves from a perspective of governmentality studies. This case study was carried out based on thorough in-depth interviews with Elementary-school teachers in a school from popular sectors of Gran Mendoza, Argentina (2017-18). Particularly, they were inquired about the implementation of the reforms on the evaluation of school learning introduced by the regulations derived from the National Education Law Ner. 26.206. In this research, teachers' testimonies are examined, considering that the regulation involves a breaking of the exam as a form of evaluation distinctive of the disciplinary method and introduces the exercise of governmentality through the formative assessment, with proper monitoring. The results show how, in the implementation of the reforms, these teachers change their evaluation methods, and thus change their own role from mere evaluators to monitors or assessors. Starting from implementing a reform of the learning evaluation, this reveals how a new way of leading people behavior would be introduced proper of neoliberal governmentality, typical of the recent educational policies in Argentina. Likewise, there are clear signs of a teachers' contrasting behavior, close to mysticism or disinterested commitment, which lets them stand out as active agents of the implementation of the decisions of educational authorities

Palavras-chave : educational reform; government policy; evaluation; subjectivity.

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