Gender dynamics in management discourses for primary schools in Argentin

Abstract

This article discusses some results of an ongoing doctoral research project aimed to study power relations inside Argentinian primary schools from a gender perspective. Research is based on an etnographic approach and a historical reconstruction of secondary sources as statistics and legislation. Its main hypothesis is twofold: a) the persistence of authoritarian and patriarcal images of power may be understood as the "state" momentum of the teacher's work; b) the democratization of "access" to the different positions, even from a gender perspective, may be explained as the "civil" momentum. This democratization has not reached to top positions in education administration, where the "glass ceiling" for women shows the dramatic change in the power relations of the burocratic chain.