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 Repräsentationen sozialer Ordnungen im Wandel
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SFB 640 > Staff Members > Oelsner, Veronika


Veronica Oelsner

Sonderforschungsbereich 640 (SFB 640) – TP C2
Sitz: Mohrenstr. 40/41 Raum 116
Tel.: +49 30 / 2093-4819
Fax: +49 30 / 2093-4893

veronica.oelsner@rz.hu-berlin.de

Curriculum Vitae

1975
Born in Buenos Aires.

Education

11/2003--
Ph.D. candidate at the Centre of Comparative Education, Humboldt-University, Berlin.
 
2002
Master of Arts Degree in Education, Universidad de San Andrés, Argentina.
 
2001
Specialist Degree in Education, Universidad de San Andrés, Argentina.
 
2000
 
Professor Degree in Educational Sciences, Universidad de Buenos Aires, Argentina.
 
1999
Licentiate Degree in Educational Sciences, Universidad de Buenos Aires, Argentina.

Academic Awards

2003-2004
Scholarship from the DAAD to pursue Ph.D. studies in Germany.
 
2000-2002
Scholarship from the „Fundación Luminis“ to pursue master studies at the Universidad de San Andrés, Argentina.

Research Experience

8/2004--
Research fellow in the subproject C2 „A comparison of vocational interpretation models and training structures. Studies focusing on Latin America (Argentina) and East Asia (China)“ headed by Prof. Dr. Jürgen Schriewer.
 
2000-2001
Collaborator in the project „Schools of the Future” headed by Dr. Silvina Gvirtz, Universidad de San Andrés, Argentina.
 
1998-2000
Collaborator in the project „The Construction of the Curriculum in the Argentine Educational Field” headed by Prof. Alicia Camilloni, UBACYT, Research Institute of Educational Sciences, Universidad de Buenos Aires, Argentina.
 
1996-1997
Collaborator in the project „A comparative study of the social representations of intelligence in diverse educational practices” headed by Prof. Silvia Llomovatte, Research Institute of Educational Sciences, Universidad de Buenos Aires, Argentina.

Selected Publications

2006
„El Sistema Nacional de Evaluación de la Calidad en perspectiva: Aspectos políticos de su implementación y desarrollo (1994-2001)”, in Propuesta Educativa, Buenos Aires, FLACSO (in the press).
 
2006
“Problemas Técnicos y Usos Políticos de las Evaluaciones Nacionales en el Sistema Educativo Argentino”, in Archivos Analíticos de Políticas Educativas, Vol 14, N° 18. Retrieved July 5th from http://epaa.asu.edu/epaa/
 
2005
“Entre la técnica y la política: las funciones no declaradas del Sistema Nacional de Evaluación de la Calidad (SINEC)”, in Palermo, Alicia Itatí und Cappellacci, Inés (ed.), Las relaciones entre la teoría y la metodología en la investigación educativa, ISP J. V. González, Departamento de Educación, Universidad Nacional de Luján.
 
2004
„El movimiento de Escuela Nueva y sus estrategias de penetración en el sistema educativo argentino entre 1920 y 1996“, in Xavier, Maria do Carmo (ed.), Manifesto dos Pioneiros: um legado educacional em debate. Brasil, Ed. FUMEC - Ed. Fundação Getúlio Vargas. (In collaboration with Silvina Gvirtz)

 

Main Focus in the Subproject

Vocational interpretation models and training structures: Focus on Argentina.
 
Following the subproject C2 „A comparison of vocational interpretation models and training structures: Studies focussing on Latin America (Argentina) and East Asia (China)“ the research focuses on the historical and semantic foundations of the creation and configuration of the first modern institutions of vocational education in Argentina of the late 19th and the beginning of the 20th century.
 
Discussions about vocational education emerged in Argentina towards the end of the 19th century. In the context of the political formation of the country and of major economic and social transformations, different political and social actors pointed out the lack of vocational education and got involved in the planning of vocational schools. What kind of structures did they design? Why were certain structures chosen and not others? Which major aspects influenced the design of the Argentinean vocational education? The C2-project’s main assumption is that different institutional developments in the field of vocational education are not mere responses to the economic or technological requirements of society. Rather, prevailing social interpretations of vocation (‘Beruf’), which are based on local socio-historical processes and semantic traditions, play an important role. Resting on the same assumption, this research explores the historical and semantic foundations of the creation and configuration of the first modern institutions of vocational education in Argentina, focusing on discussions about vocational education held by particular social and political actors. The main research questions are: How did the social actors involved interpret the situation of work, the vocations and the need for vocational education? Which solutions were they able to think about? How did historical factors determine the available repertoire of interpretations of problems and solutions? 
 
Finding answers to these question implies, firstly, to reconstruct the development of the world of labour and its semantics from colonial times to the beginning of the 20th century (on the basis of research literature); secondly, to study the main social actors and their initiatives, as well as their problem definitions and the solutions they proposed; and finally, to analyze the influence of the socio-historical developments on these problem interpretations and solutions. The main sources for this study are publications of the actors involved: periodicals, official reports and institutional memoirs.
 
 
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