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In the recent history of teacher training in our country there have been several processes that sought to generate and build differentiated training projects with high pedagogical recovery. In this article, we will present the main public policies for the sector of non-university teacher education that in our view deserve to be highlighted and recovered. We believe that the Teaching of Basic Education (MEB), the Teaching Training Transformation Program (PTFD), the Polos de Desarrollo Project, the Pedagogical Renewal Program and the creation of the National Institute of Teacher Education (INFOD) of public policies more important since the democratic restitution in the matter of teacher training and whose traces today are recognized sedimented in different ways in the institutions and in the Argentine training subsystem. We will especially recover the project "Polos de Desarrollo (2000-2001)" from the testimonies of the actors themselves and from the field of teacher training.

Las principales políticas públicas de Formación Docente desde las voces de los actores. El caso de los Polos de Desarrollo (2000-2001)