Abstract

ZAPATA JIMENEZ, Myriam A.. Beyond Professionalization: the Tasks of Education. Rev. Fac. Cienc. Tecnol. [online]. 2019, n.46, pp.139-156. ISSN 0121-3814.

This reflection article shows the need to think, beyond professionalization, the training of teachers as a continuum from a performative practice, that is, from the experience that is thought and affirmed in the pedagogical and didactic tasks that are built and rebuild daily in the classroom. It is also a reflection from public policy on the structural problem of access to education as a practice of exclusion, which, among others, reflects the relations of inequity, inequality and social injustice. At first, the article analyzes the problem of the lack of financing of the public university in Colombia; next, it refers to the binomial training-professionalization; thirdly, it refers to the imbalance between supply and demand, and finally it analyzes the role of educational policy in teacher training. The aspects analyzed allow us to conclude that the well being of people is influenced by the quality of education they receive, so that training directly affects their professional practice. On the other hand, it is concluded about the supply and demand that there is an urgent need to qualify the profiles according to the contexts, which implies that the educational public policy effectively contemplates the qualification of the teacher at the masters and doctorate levels, and that the remuneration for these studies be reflected in the wages they receive. Finally, the training model based on the confidence of the subjects' abilities to generate specialized professional knowledge through practice marks new challenges both for those subjects and for higher education institutions.

Keywords : Teacher training; professionalization; financing; public policy; higher education; supply and demand.

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