Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future
The Secondary Federal 2030 curricular policy, developed by Argentina’s Ministry of Education, Culture, Science, and Technology between 2015 and 2019, sought to renew secondary education in response to 21st-century challenges. Although designed as a macro-policy with intentions of innovation, this po...
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| Formato: | Artículo revista |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2025
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895 |
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I15-R208-article-895 |
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Universidad Nacional de Rosario |
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Revista de la Escuela de Ciencias de la Educación |
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Español |
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Artículo revista |
| topic |
Políticas curriculares Posestructuralismo Secundaria Federal 2030 Educación secundaria Posmodernismo curricular policies poststructuralism Secundaria Federal 2030 Secondary education Postmodernism |
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Políticas curriculares Posestructuralismo Secundaria Federal 2030 Educación secundaria Posmodernismo curricular policies poststructuralism Secundaria Federal 2030 Secondary education Postmodernism Viera, Iván Ariel Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| topic_facet |
Políticas curriculares Posestructuralismo Secundaria Federal 2030 Educación secundaria Posmodernismo curricular policies poststructuralism Secundaria Federal 2030 Secondary education Postmodernism |
| author |
Viera, Iván Ariel |
| author_facet |
Viera, Iván Ariel |
| author_sort |
Viera, Iván Ariel |
| title |
Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| title_short |
Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| title_full |
Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| title_fullStr |
Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| title_full_unstemmed |
Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future |
| title_sort |
macropolitics and post-structuralism: analysis of the implementation of the federal secondary 2030 curricular policy and other alternatives for the future |
| description |
The Secondary Federal 2030 curricular policy, developed by Argentina’s Ministry of Education, Culture, Science, and Technology between 2015 and 2019, sought to renew secondary education in response to 21st-century challenges. Although designed as a macro-policy with intentions of innovation, this policy reflected a technical and neoliberal approach, prioritizing competencies and innovation with an emphasis on the economic and market aspects over values like social equity. This analysis explores how postmodern and poststructuralist thought can offer new perspectives for understanding and implementing these policies. Postmodern thought criticizes grand narratives and fixed structures, while poststructuralism examines power relations and the changing meaning in political discourses. These approaches advocate for greater flexibility and adaptability in policy-making, recognizing diversity and local needs. By applying a poststructuralist approach, a more equitable and relevant education is promoted, empowering communities and fostering the development of critical and creative capacities. Thus, the curricular policies can become a driver for social change, facilitating the transformation of secondary education towards a more inclusive and participatory model. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2025 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895 |
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AT vieraivanariel macropoliticsandpoststructuralismanalysisoftheimplementationofthefederalsecondary2030curricularpolicyandotheralternativesforthefuture AT vieraivanariel lamacropoliticayposestructuralismoanalisissobrelaimplementaciondelapoliticacurricularsecundariafederal2030yotrasalternativasparaelfuturo |
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2025-09-04T05:05:55Z |
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I15-R208-article-8952025-08-27T12:34:16Z Macropolitics and post-structuralism: analysis of the implementation of the Federal Secondary 2030 curricular policy and other alternatives for the future La Macropolítica y posestructuralismo: análisis sobre la implementación de la política curricular secundaria federal 2030 y otras alternativas para el futuro Viera, Iván Ariel Políticas curriculares Posestructuralismo Secundaria Federal 2030 Educación secundaria Posmodernismo curricular policies poststructuralism Secundaria Federal 2030 Secondary education Postmodernism The Secondary Federal 2030 curricular policy, developed by Argentina’s Ministry of Education, Culture, Science, and Technology between 2015 and 2019, sought to renew secondary education in response to 21st-century challenges. Although designed as a macro-policy with intentions of innovation, this policy reflected a technical and neoliberal approach, prioritizing competencies and innovation with an emphasis on the economic and market aspects over values like social equity. This analysis explores how postmodern and poststructuralist thought can offer new perspectives for understanding and implementing these policies. Postmodern thought criticizes grand narratives and fixed structures, while poststructuralism examines power relations and the changing meaning in political discourses. These approaches advocate for greater flexibility and adaptability in policy-making, recognizing diversity and local needs. By applying a poststructuralist approach, a more equitable and relevant education is promoted, empowering communities and fostering the development of critical and creative capacities. Thus, the curricular policies can become a driver for social change, facilitating the transformation of secondary education towards a more inclusive and participatory model. La política curricular Secundaria Federal 2030, desarrollada por el Ministerio de Educación, Cultura, Ciencia y Tecnología de Argentina entre 2015 y 2019, buscó renovar la educación secundaria en respuesta a los desafíos del siglo XXI. Aunque diseñada como una macropolítica con intenciones de innovación, esta política reflejó un enfoque técnico y neoliberal, privilegiando competencias e innovación con un énfasis en lo económico y el mercado, por encima de valores como la equidad social. Este análisis explora cómo las corrientes de pensamiento posmoderno y posestructuralista pueden ofrecer nuevas perspectivas para la comprensión y aplicación de estas políticas. El pensamiento posmoderno critica las grandes narrativas y estructuras fijas, mientras que el posestructuralismo examina las relaciones de poder y el significado cambiante en los discursos políticos. Estos enfoques abogan por una mayor flexibilidad y adaptabilidad en la elaboración de políticas, reconociendo la diversidad y las necesidades locales. Al aplicar un enfoque posestructuralista, se fomenta una educación más equitativa y relevante, que empodera a las comunidades y promueve el desarrollo de capacidades críticas y creativas. Así, las políticas curriculares pueden convertirse en un motor para el cambio social, facilitando la transformación de la educación secundaria hacia un modelo más inclusivo y participativo. A política curricular do Ensino Médio Federal 2030, desenvolvida pelo Ministério da Educação, Cultura, Ciência e Tecnologia da Argentina entre 2015 e 2019, buscou renovar o ensino secundário em resposta aos desafios do século XXI. Embora concebida como uma macropolítica com intenções de inovação, esta política refletiu uma abordagem técnica e neoliberal, privilegiando as competências e a inovação com ênfase na economia e no mercado, em detrimento de valores como a equidade social. Esta análise explora como as escolas de pensamento pós-modernas e pós-estruturalistas podem oferecer novas perspectivas para a compreensão e aplicação destas políticas. O pensamento pós-moderno critica grandes narrativas e estruturas fixas, enquanto o pós-estruturalismo examina as relações de poder e a mudança de significado nos discursos políticos. Estas abordagens defendem uma maior flexibilidade e adaptabilidade na elaboração de políticas, reconhecendo a diversidade e as necessidades locais. Ao aplicar uma abordagem pós-estruturalista, incentiva-se uma educação mais equitativa e relevante, que empodera as comunidades e promove o desenvolvimento de capacidades críticas e criativas. Assim, as políticas curriculares podem tornar-se um motor de mudança social, facilitando a transformação do ensino secundário para um modelo mais inclusivo e participativo. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895 10.35305/rece.v2i20.895 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895/813 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/895/838 Derechos de autor 2025 Iván Ariel Viera https://creativecommons.org/licenses/by-nc-sa/4.0 |