El Cuaderno de Actuación Profesional Docente en la escuela primaria de la Ciudad de Buenos Aires (1947-2021): caracterización y análisis del género discursivo y de la subjetividad directiva

Abstract

This research focuses on the discursive analysis of the "Teacher Professional Performance Notebook ," an assessment tool for teachers used in argentinian state primary schools since 1931. What do these texts convey? What is being evaluated? How is the teacher's figure represented? What has happened to the writing over time? How does institutional life affect the text's configuration? The study utilizes a documentary source consisting of a corpus of 22 original notebooks written by female teachers who worked in state schools, dating from 1947 to 2021. The analysis is complemented with testimonies from primary school principals, supervisors and school teachers. The thesis aims to characterize the discursive genre in its structural, thematic, and stylistic components and, based on generic analysis, reconstruct the discursive ethos of the school principal, i.e., the narrator's subjectivity. The perspective of Discourse Analysis is adopted, drawing on sociology of culture and history of education and writing. Some conclusions of the analysis include that the notebook configures a unique discursive genre of high temporal stability, and it is possible to reconstruct an ethos of the school principal linked to the representation of the ideal teacher. Additionally, there is evidence of the emergence of generic tensions seeking to produce novel discursive effects aimed at challenging the representation of the speaker and contesting historical mandates concerning principals, teachers, and School in general. This transgression is more fully understood when considering the strong disciplinary component of the notebook.