¿De qué hablamos cuando hablamos de justicia social en educación? : El Análisis Ideacional Como Estrategia de Análisis Crítico del Discurso

Abstract

The following piece stems from a research in the field of curriculum, and specifically, in the area of teacher education. Considering as a starting point the current conditions of inequality and other forms of injustice generated and sustained by neoliberal politics, this article proposes the consideration of the notion of social justice as a component for the curriculum of teacher education. For this, we propose an Ideational Analysis as a methodological strategy to approach the examination of the content and level of operationalization of declarations related to social justice within institutions of higher education. The article ends by problematizing the findings that emerge from the methodological exercise, with the purpose of providing elements to rethink the curricular proposals.