Study reading practices during teacher instruction. Challenges in the theoretical-methodological field

Abstract

In the present work we attempt to share a collection of theoretical-methodological considerations that arose from research work on Reading practices during the formative process of normal teachers that received their training in the 1930s. We attempt to reconstruct formative processes, and to this aim we work with in-depth interviews as one of our fundamental tools. The emergence of difficulties has been subjected to theoretical discussions, hypotheses elaboration and the construction of methodological strategies for the carrying out of group interviews. Several authors who have researched teacher training in Argentina highlight the practical rationality and the strong moral slant that pervade it. What happened in the Normal schools of the city of San Luis between mid 1930 and 1946? What place did books occupy? What place did Reading practices occupy? What kind of normalism is it possible to talk about in this province during the decade under research? These are questions we attempt to at least parciallyanswer based on the work done with a sample of teachers trained in two Normal Schools of the City of San Luis. The purpose of this project is to produce systematic knowledge about the topic in the city of San Luis from the perspective of the social history of education.