Argentine education, the most important forgetfulness

Argentine education, the most important forgetfulness
Argentine education, the most important forgetfulness

It seems like a banal insistence, almost a whim, to return again and again to the educational issue, at the risk of sounding monothematic with a topic disdained in public conversation. It is not that the other aspects of a country’s life are not important and that emergencies should not be addressed. But the truth is that Argentina lives on a path that extends from the emergency room to the intensive care room of a field hospital at times precarious, at times disorganized and at times without an institutional compass. We travel through it, dazed and besieged by a maelstrom of recurring problems.

In every model of human development – ​​that is, one that contemplates all the dimensions of the life of a political community, with the objective of increasing the freedoms of autonomy of the people who live there or decide to do so, expanding all forms of exchange of ideas and products, only regulated by a fair and equitable law – quality education is a goal and a means.

In the political debate, not only in the one exposed and provoked by the national government, there is no discussion about it and there are not even minimal details; only vague concepts and overloaded prejudices. It is true that macroeconomic chaos must be ordered and the barbarians who throw Molotov cocktails and stones at a democratically formed Parliament must be kept at bay. But, at the same time, we must demand that the course be adjusted, focusing on relevant issues.

President Javier Milei exposes, behind the curtains of his verbiage, certain ideas in ultra-market terms. He has the legitimacy to do it. On the other hand, the opposition political arc does not provide nuances, corrections or consistent options to the libertarian government’s plan. Market economy? Yes. But what should be the role of a more flexible, effective, efficient and equitable State than the current elephantine one? What place should education occupy in that model? Various answers circulate to these questions, but in general they are not structured into a viable project.

In this matter, there is more memory of what is no longer, memory of past successes and ideologies unmoored from the changes that have occurred in the world and in Argentine reality, than pure and simple realism. What to teach? Why do it? What tools or instruments are needed for this? How should trainers and teachers be educated? Is there awareness that in the present/future technology will be an unavoidable complement of the educator?

The latter is already happening and, as Eduardo Levy Yeyati and Dario Judzik point out in their book Automated. Life and work in times of artificial intelligence, the changes are irreversible, we do not know what they will lead to and, for that reason, it is necessary not to be too far behind them. Education, in this context, is neither alien nor immune to this wave of transformation that seems unmanageable and chaotic.

Located again in the country, forgetting education due to the flood of emergencies that dominates our present is, perhaps, the biggest mistake that Argentina can make. For this, there are no valid excuses, only forgetfulness that mortgages a future that is at times diffuse, at times absent.

* Journalist

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