PROPUESTAS CURRICULARES EN EDUCACIÓN DE JÓVENES Y ADULTOS

DISCUSIONES EPISTEMOLÓGICAS Y METODOLÓGICAS SINGULARES

Abstract

In this article we present reflections on processes of construction of specific curricular policies for adult education in different educational experiences that respond to different contextual scales and historical moments. In particular, we will analyse the decisions taken in the stages of work with educators and technical teams in the field of Youth and Adult Education. The paper is framed in the progress of research projects where lines of enquiry are developed that are analytically articulated and crossed by the historical dimension: educational policies, the contexts of educational practices and the participating subjects, while integrating undergraduate and postgraduate research. We are interested in recovering our position as researchers in work teams to guide public policy decisions and to analyse how our interventions constitute a space of possibilities for knowledge production and contribute to the consolidation of research in this field of study. We will reconstruct, in these works of curricular production/research, threads of continuity/discontinuity and singularities that adopt principles of production of these curricular policies by virtue of contextual scales and margins of action in their construction. We refer to curricular productions carried out in: Ministry of Education of the province of Tierra del Fuego (2010-2012 - primary level), Municipality of Córdoba (2018-2019 - EDJA primary level); Municipality of Villa María (secondary level in 2020-2021) and Secretary of Education of the province of Buenos Aires (secondary level - 2022).