La mesa panel “Escuelas primarias, configuraciones y desafíos didácticos”: descripción y análisis de un dispositivo para la formación de profesores y licenciados en Ciencias de la Educación de la Universidad Nacional de Jujuy

Abstract

The work reconstructs and analyzes the scope of the panel discussion entitled 'Primary Schools, Configurations, and Didactic Challenges' set up as a teacher training device within the framework of the Didactics module for the disciplines of the Teaching Degree and Bachelor's degree in Educational Sciences at the National University of Jujuy. The proposal aimed to bring students closer to the didactic realities of urban, rural, and specific modality primary schools in the province. The development of a training proposal from practice, with active and leading participation of school actors such as administrators, teachers, and ministerial technical teams, raises a series of questions: What are the implications of training proposals focused on practice? What aspects of the experiences recounted by the panelists are most significant to the students? What reflections and emotions do the narratives of school actors evoke? What links with the contents worked on in the module are achieved? What concerns and new questions arise? Through an auto-ethnographic methodology, the experience was reconstructed through interviews, field records, and supplementary materials. Then, the reflections of the students made within the framework of the proposal are described and analyzed. It can be affirmed that the panel allowed students to recognize the diversity of school contexts, the challenges of teaching, and the social role of didactics. Moreover, it made it possible to highlight the status of specific didactics as a producer of situated knowledge. The study aims to provide coordinates for the pedagogical training of teachers. Subsequently, it seeks to contribute to the field of studies focused on teacher training.