The initial training of teachers in Afghanistan. historical path and pedagogical perspectives.

Abstract

This paper intends to present, in the first instance, the pedagogical model underlying the training for the recruitment of primary school teachers in the public sector, in an area marked by a very serious political-social emergency such as Afghanistan. Starting with a first part dedicated to the reconstruction of the social, political and cultural events that have marked the evolution of the Afghan crisis in the last twenty years, the second part reconstructs the state devices put in place for teacher education, training and enrollment. Finally, in the last part, we will proceed with a critical analysis of the government solutions implemented so far, with particular reference to the most current needs of the country. For this last part, qualitative data will be used (in-depth interviews with privileged actors) and information acquired directly in the field thanks to the consolidated collaboration with the NGO PenPath which, for more than 10 years, has been involved in the foundation of schools in rural areas of Afghanistan. Thanks to this testimony, specific educational needs emerged starting from the repositioning of the teacher within a heavily compromised socio-cultural context. There is a particularly strong need for training models capable of supporting the professionalization of teachers who can engage in the design of courses aimed at spreading a culture of education based on generative, shared and democratic knowledge from early childhood. PenPath raises the urgent need to rethink an adequate training of the teaching staff in order to set up a political and cultural work that (it is hoped) can contribute to the achievement of development goals for the whole country and the promotion of planetary rights, not exportable or otherwise replicable according to a colonialist logic, starting with the right to education for all.