TEACHING IDENTITY MODELS IN THE EDUCATIONAL TRANSFORMATION

Abstract

The process or educationa transformation implelled by national authorities, beside structure modification, management category, study contents and teaching methodology also promotes value changes, norms, teaching positions and role models. This implies that, in an implicit way, identification models that tend to conform to teachers´ subjectivity a determined image of themselves, and of their own task are being proposed.

On the oter hand, the specific social context, not also defines the satisfaction or frustraction horizon of teachers´ needs, but it also generates certain identification factors.

It is explored the possible identity conflict emergency derived form eventual contradictions among the identification models promoted by the Educational reform and the actual needs of teachers in Jujuy, we try to find out what position and role are given to teachers and what norms and values regarded to teacher indentities are proposed; detecting thus the psychological effects produced on teachers in Jujuy because of the impact of hegemonic models on the construction of profesional identity.

The methodology used is based on a dialectical and historic conception, that tries to establish some of the causes of the issues being studies and in the exploration of bibliographical data, they are articulated with knowledge obtained through representations teachers express, facing the educational transformation.