Start-up strategies for beginner teachers in state schools of Buenos Aires

Abstract

We propose in this article to analyze how beginner professors are inserted in state and private management high
schools of the Autonomous City of Buenos Aires, based on the characteristics of the teaching admission system. From the
interpretive paradigm, a historical-cultural approach, and a qualitative approach, we conduct in-depth interviews and participant
observation in training spaces through which these teachers circulate. The results indicate that particularly those who decide to
work in state-run schools resignify “the public” from that election, a phenomenon we call “military the public school”.