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The aim of this paper is to analyze in ethnographic terms (Rockwell 2008, 2013; Woods, 1987) certain aspects of a school experience carried out from the subject Language and Literature Practices in a second year of high school in Argentina. The main purpose of this experience was to gradually improve students' writing practices. It was a project in which students had to design an audiobook. This project presented distinctive moments: reading the genre, writing and production. Although we will mention each of these moments, in this paper, we will focus on the writing moment to corroborate the effectiveness of a method (of our own invention) called fragmented slogans and a particular way of working called collaborative writing (CD) (Álvarez & Bassa, 2013). In order to account for the proposed method and way of working, we will analyze the teaching and learning strategies and highlight certain roles established by the students and the teacher during the activity. [ABSTRACT FROM AUTHOR]

This paper analyzes the Argentinian technical school, from one of its training devices for work: the professionalizing practices and their reconfiguration during pandemic. Its aim is to understand the meanings of the world of work that these practices promote from the analysis of interviews made to jurisdictional directors from two provinces of the Argentine Republic, and from school regulations produced during pandemic. A predominance of simulation and project design as didactic proposals is evident, the theory-practice relationship is discussed, and diverse worlds of work are enabled in relation to the articulations of the actors' interactions being promoted. [ABSTRACT FROM AUTHOR]

The writing of a Thesis constitutes a challenge for postgraduate training as it demands a high degree of complexity in the conceptualization and integration of knowledge. For this reason, in recent years the offer of writing workshops for this textual type has grown considerably. However, although the possibilities offered by new technologies to enhance this type of pedagogical intervention have recently begun to be studied, there are few cases in Argentina of support of thesis writing in virtual environments. In this context, we present an experience carried out at the National University of Comahue, in which, due to last year's compulsory social confinement, we designed and implemented a workshop for Thesis writing through our university's platform. In this paper, we will show central aspects of this experience in which technology has largely shaped pedagogical practice through the implementation of activities in personal and collaborative learning environments. The results obtained seem to indicate that dialogue, justification, and both metacognitive and metalinguistic reflection on the students' own production and that of others in the virtual scenario facilitate the identification of obstacles and strategies to face them. [ABSTRACT FROM AUTHOR]

In recent years, the topics of insecurity, juvenile delinquency and criminal responsibility of minors appeared in numerous times at the written press in Argentina through diverse genres such as the newspaper article, the report, the opinion article or the editorial. In this paper, which takes part in a wider research carried out under the direction of Mg. Claudia Gaiotti in the framework of the Diplomatura en Ciencias del Lenguaje (I.S.P. "Dr. Joaquín V. González"), we propose a discursive approach of an opinion article about the Juvenile Justice Reform Project in Argentina, recently published in a national print media, from the francophone Discourse Analysis perspective. To accomplish this, we focus on the discursive analysis of the concessive argumentative connectives. We propose as a hypothesis that the concession introduced by argumentative connectives constitutes a discursive marker through which it is possible to recognize the locutor identities and the alterity voices. In other words, in the analysed article, the argumentative connectives related to the concession could be interpreted as a polyphonic-dialogical marker. As a continuation of this discursive analysis, we elaborate a pedagogical material oriented towards the teaching of the argumentation as a way of discourse organization at the secondary school subject Language and Literature. In this way, this article presents a dual objective: to characterize the discursive functioning of the concessive argumentative connectives and to elaborate a pedagogical projection of such issue dedicated to the secondary level. [ABSTRACT FROM AUTHOR]

In this paper, the notion of mother as a concept of contingent and changing over the time will be approached. We will analyze school textbooks as objects that promoted the circulation of senses towards motherhood in two historical moments, exploring particularities of this material's contexts of production. Convergences and specific features that have been detected in both periods of time are pointed out. This treatment will allow us to recognize continuities and ruptures in the discourses about motherhood that have been transmitted through textbooks. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to dialogue, to stress and to reflect upon education at secondary school, rurality, and community processes within different state areas, and about the compliance of the right to education in rural environments. We will show different school experiences that display unique management approaches, as is the case of a rural alternating agricultural school located in the province of Corrientes (Argentine Republic), an Agricultural Family School (EFA). The chosen EFA represents an experience of community organization, facing the lack of possibilities of secondary education in the rural area. The process of formation and construction of the space of this particular school crystalizes and brings clues about the collective history and the arguments that accompany it. We found in the school space hints of social organization and construction of other ways "of making and being school". [ABSTRACT FROM AUTHOR]

This article aims to account for the relationships between the development of the children's political knowledge and the social practices in which they participate. In order to achieve this objective, the following paper examines a series of psychogenetic studies carried out since the end of the 80's in Buenos Aires in school environment, on the political ideas that children and adolescents construct about the national government and the presidential function. This analysis is elaborated in the light of another very recent research, of anthropological orientation and ethnographic perspective, where it is studied the political knowledge elaborated by children and young people who participate in community practices and inhabit houses as illegal tenants in the same city. In this way, a critical comparison is established between these investigations, which centrally includes the methodological aspects, as well as the scope of the results, for a conceptual re-elaboration around the study of the processes of knowledge construction in the political field. [ABSTRACT FROM AUTHOR]

This paper explores possible linkages between some aspects of Latin American Popular Education (Educación Popular latinoamericana) and classroom approaches to literary texts, based on the analysis of classwork around the reading of Aldous Huxley's Brave New World (Spanish title: Un Mundo Feliz) at a working-class secondary school for youth and adults (Bachillerato Popular) in Pompeya, City of Buenos Aires, Argentina. The educational process, documented through an ethnographic lens, takes place in an interdisciplinary course that connects literature with the cooperative movement and the solidarity economy. This curricular option, in the context of a secondary school for youth and adults whose political/pedagogical stance recognizes the value of self-government, horizontalism and popular participation as some of its ruling principles, has an impact on the production of critical knowledge, on pedagogical relationships within the classroom, and on the structuring of the educational process, including its evaluation. From a reading conception as a cultural practice framework, this paper identifies the potentials and tensions in the pedagogical strategies displayed in the classroom, with the goal of developing collective knowledge between concrete individuals, on and through literature. [ABSTRACT FROM AUTHOR]

The assessment of learning in literature in English language teacher education (ELTEd) has mainly taken place at random instead of as a planned action. We seek for an answer here, then, to what we assess when we assess literature in English language teacher education. For that sake, we examined our assessment proposals and the answers provided by the students of English Speaking Literature II at the ELTEd program at the National University of La Pampa, Argentina, in 2015. The data were collected from mid-term exams, correction forms, and final papers, and analyzed qualitatively in view of their correspondence with the cultural, linguistic, or personal-growth models of teaching literature. The results show that our working tasks display a tendency to value processes that are in tune with the personal-growth model, although in the assessment in general there is a strong tendency to give particular relevance to linguistic precision. Nevertheless, our final considerations in the students' papers did aspire to a contextualized integration of the models of teaching at stake. To find answers to our initial question will allow us to determine to what extent our assessment meets our teaching practices, which in forms our role of socially and pedagogically responsible professors. [ABSTRACT FROM AUTHOR]

In this article, we emphasize the different reflections and the discussions regarding a university extension project in a Middle School within the Political Science and International Relations University. This paper presents the description of a number of "classroom-workshop" experiences during the school year 2013 with 3°, 4° and 5° year students from "San Juan Diego" school, which is situated in a suburb populated mainly by Rosario Qom Community inhabitants. The focus of the paper is the relationship between the educational context and the students' identity process. The tutorials, that took place in order to support the educational process, involved the development of different activities in which the artistic aspect was really important since it triggered several discussions regarding the school, the suburb and the community. These experiences lead us to think about the notion of identity and its complexity. During the presentation of this work, a discussion that questioned the project following the idea of their chances of interference with the changing reality took place in the IV University Extension National Congress, September 2014. [ABSTRACT FROM AUTHOR]

The study is part of a project that aims to analyze teacher training devices in the "Residencia" in Argentina, student teachers' training processes and the meaning making that they build during thier training (UBACyt 20020100100775, 2014-2017). The purpose of this paper is to show how the training process unfolds in the case of a future teacher in which an identity transformation takes place. We will show the interplay between intrasubjective and intersubjective aspects in this training process. Through the clinical method, which makes use of the analysis of indepth interviews, reports of experiences and classroom observations of a teacher in training, we develope a series of hypotheses from a post-Freudian psychoanalytic perspective and from clinical sociology. From the analysis arises the hypothesis that states that paradoxically, in the process of identity transformation that takes place, the conditions of origin of the student teacher are reproduced, even within the process of identity breakdown. In this way, the work shows how continuation is preesent in change. [ABSTRACT FROM AUTHOR]

This article explains developments on exploratory research ongoing about reading and writing middle-school level students' literacy practices, where digital technologies are incorporated. Digital reading and writing at school have become relevant topics of study in response to questions about contemporary changes in written culture. Grounded in theories of literacy studies as social practice, this research aims to describe what happens in middleschool classrooms with digital literacy practices. The research adopts a theoretical perspective in which reading and writing, on screen or on paper, are considered social practices and that, in school, they reflect the complexity of all practice. It is a qualitative, descriptive study, using the main strategies of ethnographic research. From the systematization of the observations made in a third-year course in a secondary school of the Great Buenos Aires, in this article we focus on the reliability dimension of the texts that are found in the web, taking into account the changing landscape that digital technologies bring into classrooms. [ABSTRACT FROM AUTHOR]

This paper begins by historicizing certain issues that are put at stake in the extension of mandatory schooling in Argentina, as elaborated in the 2006 National Education Law which, in which from its extension to the end of secondary education it includes more actors and institutions. In order to accomplish this, laws and regulations are analyzed, as well as parliamentary debates and various documents. The second half of this paper accounts for the different circulating meanings regarding to the schooling of those who attend Secondary Level Educational Centers (students, teachers, directors). Since they did not tend to identify youths and adults as subjects of the regulation that establishes compulsory education, it is argued that historical configurations intervene in this stance, configurations that are linked to said command as well as to personal experiences. In this second half of the paper, the records of the ethnographic fieldwork conducted in two Secondary Level Educational Centers are analyzed. [ABSTRACT FROM AUTHOR]

This paper aims to point out the relevance of Psychoanalysis for an emancipatory interpretation of Nietzsche's work. Our hypothesis is that a Freudian interpretation of Nietzsche -more or less explicit in Freud's thought- made possible a critical use of his work. That interpretation allows us to remove the Nietzsche's aristocratic, slave, political program, without discarding his most relevant contributions. In addition, it allowed us to revalue topics that had been unjustly relegated from a perspective that favored the economy among other human dimensions. For various epistemological, moral and political reasons, the fertile convergence of Marxism and Psychoanalysis overshadowed the relationships between Nietzsche and Freud, both of them critics of religion and morality. A wide range of problems of social theory can be redefined -and not only improved- under their perspective. In this paper we propose to interpret key aspects of Nietzsche's genealogy of moral through the Freudian understanding of resentment and of neurosis of civilization. [ABSTRACT FROM AUTHOR]

Latin American urban contexts are defined by their demographic, cultural and linguistic diversity. In the same way, schools are multilingual and multicultural spaces, enriched, in many cases, by students who speak indigenous languages. In contrast, the Argentinian school has historically transmitted one 'national' language, identity and culture, in line with homogenizing values and school practices. The present study inquiries about the instruction of Spanish guided by linguistic ideologies bind together to monolingual and assimilation of diversity, focusing on teacher teaching on school context at Ciudad de Buenos Aires, with students who are either Quechua speakers or speakers of Andean Spanish (dialect in contact with Quechua). According to this, one of the goals in this paper is to provide theoretical tools about language contact (Spanish-Quechua), such as the concept of Linguistic Transferences (Clyne, 1976) and typological generalities of Quechua. The other goal is to offer resources for the language teacher considering Standard Spanish as well as the languages and dialects of the students. [ABSTRACT FROM AUTHOR]

The article derives from an ongoing research work aimed at studying formative experiences that take place in primary schools in Ciudad Autónoma de Buenos Aires. In this context, the paper analyzes the characteristics of the educational proposal for one specific subject of the first tier, as it is delineated by the official curriculum. Through an analytical reading of the document that focuses on its discursive features, it is argued that the curriculum would configure a paradoxical experience of detachment as a formative plan for the students. It is shown how the official pedagogic discourse articulates an instructional and expressive order that simultaneously would pursue the reconstruction of ideas and the production of predominantly rational agents. The transmission of a code aspiring to a detached relation between the agents and the world as a particular relationship with knowledge is thought to be fundamental in that discourse. The analysis shares broader reflections that invite to rethink the ways in which curriculum policies contribute to configure meanings and conditions for school experiences at the primary level. [ABSTRACT FROM AUTHOR]

This paper presents the work done in a Research Development scholarship awared at UNLPam to a member of the research project "Student's autonomy based on alternative materials". Three didactic units were created to teach the contents prescribed by the Ministry of Education of La Pampa in relation to the grammar taught in third year state High School: present simple and present continuous, simple past and past continuous. Comprehensive Sexual Education was used to teach the lexicon of the language. Apart from the contents proposed in the Curricula, categories such as gender, naturalization, trivialization and stereotype were considered in the topics of different text types such as narrations and descriptions. First, textbooks used in High School were critically analysed and alternative didactic materials were designed taking into account the contents prescribed in the curricula and the experiential culture of the students. Working following this approach allows students to acquire the abilities of the language through tools that allowed to interpellate hegemonic discourses and build relevant knowledge for critical citizenship and to critically reflect upon teaching practices. [ABSTRACT FROM AUTHOR]

In this paper we seek to expand and understand the complexity and richness of labour. This concept takes a double an opposite determination for Marx: as alienated labour and as free activity, creative, voluntary and rational. To do this, we will show that, discuss about labour is the same as arguing about the man himself. This concept is understood as hermeneutic exercise of comprehension that man makes about the world, about himself, and about others. Therefore, the fight against all possible alienation or oppression is but the commitment to build another world, a different one, and that world is no more than communism. The complexity with this concept and the reality, that is labour, reveals the inability to understand human being. Work is where oppression is generated but at the same time, is the place from where you can make the radical transformation of both, the objective and subjective conditions that underpin the building of political economy on which it stands and is where can reverse the alienation. The methodology that we used for this paper will consist on the bibliographical analysis of Marx's work, centering as a priority on two texts; one of his writings of youth, known as los Economic and Philosophic Manuscripts of 1844 (2001). The other text is the most famous one, written in his last years of life, known as Capital (2000). We are going to analyze, in these two writings, the role and the place which plays labour as access key to an oppressive economic system. Likewise, there will be a critical reading on the bibliography of some interpreters of Marx; some of them are Marxists, other ones critics and most of them in an intermediate situation. The purpose of this, is to expand the horizon of study in other to give birth to the impact and the reception that this problem has had on philosophers and thinkers throughout history. Just to mention a few: Arendt, Del Barco, Derrida, Sartre, Fromm, Lukács, Marcuse, Balibar and Negri. [ABSTRACT FROM AUTHOR]

Within the framework of the sociocultural perspective on human learning and development (Elkonin, 1980; Vigotsky, 2009) the game is considered as the leading activity of childhood, on this paper. In family contexts as well as in the kindergarten, several studies (Bruner, 1986; Fimreite, Flem y Gudmundsdottir, 1999; Haight, 1997; Howe, Petrakos, Rinaldi y Lefevre, 2005) have shown the scaffolding that adults or older children provide to young children in playing situations. However, these investigations have not done a micro-discursive analysis of the exchanges that guide and support the children's participation in the game. This paper proposes a multimodal analysis of conversational movements through which a kindergarten teacher regulates conventional games situations during the play corners activity. For this, two video-recorded game situations were qualitatively analyzed. The analysis articulated Conversation Analysis (Goodwin 2000; Tusón, 1995) proposals with Interactional Sociolinguistics (Gumperz, 1982). The results show the juxtaposition of different semiotic resources in the teacher's scaffolding to regulate the game situation. [ABSTRACT FROM AUTHOR]

In this paper we analyze the dimensions of the meaning that Art and its experience can assume to configure the democratic subjectivity. Based on some results of empirical sociology studies, we question how Adorno's Social Critical Theory understands the attitude of rejection of the esthetical experience, which is observed in some of the current ideologies of the contemporary world. If, according to this perspective, individuals "lacking Muse" are also those who express statements of aggressiveness in front of cultural differences and an attitude of a non-reflective submission facing moral authority, then it is possible to deduce not only the question about the affinity between esthetical experience and political culture, but also the question if esthetical experience carries a force capable of "educating" subjectivity in the sense of Democracy. In order to answer these questions, we differentiate ways of interpreting the effects on the subject of praxis of the aesthetical experience. Finally, we present some conclusions related to the ethical-political interest of art in the inquiry on the prejudices that organize our moral, economic and political valuations. [ABSTRACT FROM AUTHOR]

During the early years of the 60s, the first psychologists graduated from the Bachelor of UBA. The employment of these leaned strongly toward the field of health. However, many also raided the practice of teaching (especially chairs of the university). Despite this, few chose the career of teachers who are dictated in the same faculty. The need for specific training for teaching, does not seem to occur between those early psychologists. This paper analyzes some of the tensions at play in teacher training for those psychologists. What characteristics did the teacher training offered by the UBA to these? Why is Training was unattractive? For the analysis of these questions it intends to work with the category of teaching position, particularly those describing Birgin and Pineau (2014). Finally, some issues of teacher education are discussed today, in light of the analyzes performed on the case of the first psychologists. [ABSTRACT FROM AUTHOR]

In this paper we attempt to analyze the negotiation of social roles between students and teachers in the new interactive contexts mediated by technological medium. The object of the analysis is a school group in the social network Facebook. From the theoretical framework of Systemic Functional Linguistics and Multimodal Theory, we attempted to account for the realization of interpersonal metafunction in this Facebook group; and, from the methodological apparatus of the ethnography of communication and conversation analysis, we describe the interactions to observe the roles played by participants in their discursive interactions and the resources they use. The study reveals that in a virtual space as Facebook, the traditional roles between teachers and students are reconfigured through resources that relieve the extent of imposition of participants over others and others that promote the care of the image of the partners; while it is enabling the development of trade relations and affection between subjects. The development of an educational virtual space in a social network facilitates communication between subjects and contributes to education in the classroom space, without jeopardizing the social images of teachers and students. [ABSTRACT FROM AUTHOR]

In this paper we put forward looking into the discussions and debates since the reflection field of the decolonial collaborate in unlearning the excessively eurocentric point of view that characterizes the teaching of history in our contexts of professional development. We will focus particularly on establishing the theoretical limits of what we call "didactic of stories others". In order to do so, we set some considerations regarding the possibilities of opening and detachment of the hegemonically legitimized, colonized and eurocentralized knowledge; which insurges from the decolonial narratives. In this course we recognize that the teaching of history can generate significant and powerful didactic knowledge for the decolonization of school knowledge. [ABSTRACT FROM AUTHOR]

The general aim of this paper is to contribute to the concrete implementation of an educational policy that considers intercultural education in the teaching of writing. Our proposal is focused on Language and Literature teacher training, given the fact that those students are going to be responsible for the education in multicultural classrooms and, in some cases, in multilingual contexts. The specific purpose of this paper is to propose directions for the design of writing tasks that showcase linguistic diversity and suggest linguistic variation in Spanish contact linguistic situations with one or more indigenous languages within teacher training. For this purpose, we have taken into consideration both the Argentinian literary workshops methodology that has arisen in the 70's, as well as the Ethnopragmatics contribution. From the activities provided in this research, we have produced new writing tasks that specifically deal with interculturality. In conclusion, we have intended to create a complementary path to theoretical reflection on language contact the path of practice itself. [ABSTRACT FROM AUTHOR]

The following paper proposal is to analyze, from a sociological perspective, the disruptive facts that occur in educational institutions, which include conflicts and violence of all kinds. In this sense, the problem is posed in a relational perspective in which conflictive facts in the classrooms must be analyzed according to the social changes happening nowadays. Thus, some aspects of globalization are relevant for this study, since we consider that it is a process that goes beyond economical and financial phenomenon and has many impacts on social and school life. Therefore, the article studies the impact of cohesion crisis, social inequality and intergenerational crisis in the bonds between students and teachers. In addition, the paper deals with the institutional deficits that put off school routine reorder. This paper was elaborated as a presentation of some of the conclusions of a research work I am doing on my PhD Thesis, called Integration and Conflict in High Schools from Buenos Aires City, which is a qualitative research composed by both ethnographical observation in high Schools and in interviews to main educational agents: teachers and deans. Both interviews and ethnographical observations were carried out during 2008. [ABSTRACT FROM AUTHOR]

This paper examines the different versions of the discourses on aboriginal peoples in primary school textbooks published in Argentina between 1980 and 2000. This approach is considered a way of understanding the interethnic conflicts derived from the struggle in the interior of the discourses, which in this case are written school discourses. At the same time, this paper considers the present political, social and cultural scenarios in which the interethnic relationships take place and which differ from the hegemony of the homogeneity of the last quarter of the 19th century and highlights the sociocultural diversity of our multicultural societies. It tries to understand up to what extent these textbook discourses developed discursive variants which reveal the impact of the changing scenarios. This paper is part of a research work which aims at studying the changes of these discourses about aboriginal peoples in two different periods of time: the foundational period of the public educational system in Argentina (circa 1880-1916) and the period of questioning and of appearance of the discourses on sociocultural diversity (1980s-2000s). [ABSTRACT FROM AUTHOR]

This paper deals with the profesional development of Secondary School teachers in work settings. It focuses on the development of teachers as human beings and professionals, whose lives and work are shaped by internal and external school conditions. This paper does not aim at making a generalization but at unveiling those clues that might help in the promotion of development of secondary school teachers. This will be done through categories evolved for a better understanding of the object of study. For this qualitative piece of research twelve cases in the city of Córdoba have been analized and a particular kind of interview -life stories has been applied. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show the continuity and ruptures that originated in educational institutions when the Third Cycle was implemented in the EGB (Basic General Education) after the analysis of the curricular political and organizational levels carried out in three public institutions in General Pico, La Pampa. The purpose of this paper is to reveal the complex mechanisms under which the processes or reform are installed in the practices, as well as the intertwining produced between the official curricular proposals, the institutional projects and the teaching of the Social Sciences. On the other hand, and given the exiguous empirical studies on the implementation of the Third Cycle in the country, the paper contributes with enlightment on the different levels under study, the obstacles, achievements and resistances the actual agents admitted having experienced, as well as the existing gap between the official messages and the pedagogical practices developed in the classrooms. The study shows that the methodological and organizational realities are different in each school, while in each classroom, there appeared certain regularities in the three cases under analysis when considering the pedagogical proposals regarding the Social Sciences. [ABSTRACT FROM AUTHOR]

The learning conceptions explain how persons describe, experience, the learning fenomenous, that are qualitative different. One of the methodological approaches that focus the description and categorization is the phenomenographic one. It is over this that we centre our methodological work. The unit description is the conception. This paper shows the progress on the categories built about professors' learning conceptions of the Facultad de CienciasHumanas, Universidad Nacional de La Pampa, Argentina. They are provisional results of the research in which the main goal refers to identify and to inquire into the learning's conceptions and the possible influence on learning tasks that students perform. Testimonies from the professors show different ways to conceive and understand learning. [ABSTRACT FROM AUTHOR]

Children are developing a complex relationship with new technologies, which forms and variables are constantly changing. In this paper, we address the relationship between children and new technologies through interactions, given that participation in social media lies to a great extent on a conversational behaviour that fictionalizes communication. Social media encourage a form of participation that focuses on connectivity over connectedness (Van Dijck, 2013); the analysis shows that being connected does not necessarily entail communication. The observation of children's comments in the Facebook page of the TV series Violetta confirms the hypothesis of the "symbolic participation" (Reich, 2011: 99) or the "fictionalization of participation" (Duek, 2013), especially in those media that are organized around the production of on line comments. If comments synthesize the relationship between the readers and writers in collaborative technologies (Calabrese, 2016), it remains, generally, perfectly monologic. [ABSTRACT FROM AUTHOR]

As part of a project studying the subjective transformation and change in teaching practices of in-service teachers, this paper is a case study of a preschool teacher who participated in a course based on the analysis of her filmed own classes. Clinical analysis of her practices and interviews from a framework that combines psychoanalytic and cognitive theories led to a series of hypotheses about the scope and limits of the course promoting transformations of scheme, representations, subjective features and teaching practices, as well as the dynamics of the own process. [ABSTRACT FROM AUTHOR]

In this paper we analyze the changes in the last seven years in sexual practices and attitudes related to gender and non-hegemonic sexualities of young people attending high school in Argentina. For this purpose we take into account the results of two researches conducted in 2005 and 2012, with samples of around 6.000 young people each, of students of public schools in all regions of the country. The data were analyzed according to sex, age, socioeconomic level and region of the country where survey respondents lived. The data collection instrument consisted of a self-administered survey. In relation to sexual diversity, the results show an increase in the acceptance of sexual minorities. Around the sexual practices of young people, there is a shift in the age of onset at younger ages. Regarding the use of MACs, there is a slight decrease in the use of condom as a predominant method of care, as well as a significant increase in the use of birth control pills. An important finding lies in the increased use of emergency contraception. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze and discuss the implications of intercultural education within contemporary debate. In the first place, we will review the Argentinian legislation. Afterward, we will discuss the core characteristics of the educational system, in order to study the historical incorporation of indigenous people in schools. Then, we will explore the actual legislation about intercultural education with the aim of stressing their potentialities as well as their limitations. Finally, we will present the mainly discussions in the field of Anthropology and Education. From the methodological point of view, this text rest on recent academic sources, widely disseminated and available in virtual environments. All these sources were analyzed regarding the information we reconstruct during our different field works, made in the last decade with indigenous populations of Argentina. [ABSTRACT FROM AUTHOR]

The incorporation of the New Information and Communication Technologies (ICTs) into Argentina's education system is at the same time the result of both national and provincial policy as well as other unplanned influences that come from outside of the education's field. Whatever its origin, the incorporation of ICTs into the classrooms reflects a global cultural's change which consists of a qualitative transformation of the ways of our social interaction, the definition of our identities, and the production and circulation of knowledge. On the following paper we will present the main ideas of our future research, which aims to identify and characterize the interpretative communities conformed by students at school. In this way, we aim to study the relationships between students and written culture since the technological model implemented by the educational policy Plan ConectarIgualdad, developed by the national government. [ABSTRACT FROM AUTHOR]

This paper aims to communicate and discuss aspects of the research process as part of a doctoral degree, carried out within the clinical approach in a broad sense, studying the task at university classrooms. The research's scope and its epistemological and methodological framework will be described. Then we will focus on a central and specific problem such as construction of sense. This will be addressed from several perspectives. From an epistemological one, it will address the construction of sense of the clinical approach, which considers it a peculiar relationship between researcher and research object. From a methodological perspective, it will address the interpretative-jump from collected data which allows the construction of theory. From a subjective perspective it will analyze the complex nature of involvement of the researcher, especially considering that this is a double hermeneutical process. Finally, from a substantive approach, the relationship between epistemological and methodological framework and the theoretical thesis will be analyzed, related to the knowledge built on task, as a result of the investigation. [ABSTRACT FROM AUTHOR]

Starting from post-colonial studies and in the course of the late modernity, minorities like the migrants and the mestizos are gaining social visibility, not only for their cultural productions, but also for the theoretical reflections they have prompted, that inquire into the formation of their identities and the configuration of their subjectivity. Now, in the field of literature and the case of language migrants, how does such transfer from their native tongue to another language manifest itself? How is such a conflict expressed? Furthermore, what is changed in the mother tongue and what is retained? Why does one write in a "stepmother language"? This paper, which rests on the interbreeding of space anthropology and autobiographic narrative, poses questions about how the choice of a "linguistic home" takes place, the way in which the outlook on the world is altered in this transition process, and about the political and identity implications inherent in the migration from a lesser, peripheral, residual language (Williams, 1980) to another one that lies in the central zone of the social map. [ABSTRACT FROM AUTHOR]

The quality of children's learning about the number system in early primary schooling is critical for later school career. Though in their early years they were to produce original conceptualizations about numerical scriptures, the entrance on primary school introduces new elements in their relationship to number system. The developments will be possible for students in the context of formal education depend, at least in part, of mathematic teaching proposals. This paper analyzes what happens with the construction of number system knowledge along the first cycle of primary school, examining children's learning in Buenos Aires City schools, in two different mathematic teaching proposals: ordinary number system teaching, teaching that focus on conceptual understanding of number system. We identify successes and challenges in children's appropriation of numerical knowledge, we set up progressions of their's number system conceptualizations along first cycle degrees in urban schools, and we compare them between teaching proposals. [ABSTRACT FROM AUTHOR]

This article is a part of the research I am carrying out for my doctoral dissertation. It examines the creation of circuits of differenciated schools that links regular and special educacion. This particular paper reflects on the establishment of "Recoveryschools" (Escuelas de Recuperación), in Buenos Aires, at the end of the Sixties. I use the ethnographic approach, but at the same time by capturing the political and historical context of their creation and the debates on mental health and social sciences of those days, we will be able to historizice the recovery schools' present. Furthermore, we try to have a deeper comprehension of the meanings ussually attributed to these schools. Our work highlights practices that were commonly carried out in those first "recovery-schools". These practices were similar to those of the therapeutical communities or community assemblies that took place in some hospices for mentally ill in the Sixties. Nilda Intrieri, the creator of the "recovery schools", knew those practices, and one of the characteristics that she gave to the first school was the school assembly, which included devices elaborated for the community assemblies. [ABSTRACT FROM AUTHOR]

The principal aim of this paper is to discuss the use of social representation concept made by novel researchers. In first place, it will consider the difficulties that came from the conceptual delimitation of the category, with relation to others like implicit theories and habitus. In second place, it questions some methodological problems: inquiry object's construction, the unity of analysis delimitation, the selection of data collection instruments. Finally, it discusses the criterions by educational interventions, which tend to modify social representations. It's concludes that is necessary an epistemological vigilance by researchers about their assumptions. [ABSTRACT FROM AUTHOR]

In pedagogical practice is not taken into account the vicissitudes of the conjunction teacher-pupil about the linkage of the desires of each person, drives and anxieties, transferences and identifications that plays a role in the dynamic of relationship with learning process. From this practice it denies the very condition of subject, sealing the mechanization that leads to the annulment of desire and sexuality. In this paper is set up a theoretical framework that allows understand some thoughts about the process by which a person who works in education is formed as a "subject-teacher", the beginning and the becoming of this forming, not just as an instant from his graduation. [ABSTRACT FROM AUTHOR]

Following an enunciative approach to language research and based on previous studies (Tosi, 2008, 2009a, 2009b y 2010), this paper sets to examine the discursive configuration modes of recently published secondary school textbooks of Language and Literature. In a corpus of textbooks published in Argentina in the period 2004-2006, we study the construction of disciplinary knowledge in relation to new curricular frameworks and guidelines. To analyze the enunciation scenography (Maingueneau, 1999,2004 y 2006), we characterize, in the first place, the generic scene structured from brief explanatory segments with scarce references to an othering discourse and then extensive passages of activities that highlight the importance attributed to the idea of "activism". Secondly, we analyze the enunciation scenographies that are modeled as zones of othering and persuasion, with a clear ludic feature. From this characterization, we show that textbooks present discursive spaces with different goals, such as exhibiting objectivity or subjectivity, transmitting the knowledge of doxa, or even summoning the addressee. We conclude that the discursive construction of textbooks show the tension existing between the Academy and its pedagogic reformulation. [ABSTRACT FROM AUTHOR]

This paper deals, in the first place, with the strategic character of knowledge and psychological instruments when applied to special education. It is then shown that knowledge is two-faced, as it legitimates pedagogical or medical practices but it must pass empirical proof and founded criticism of results proving justification before other colleagues. In the third place, it examines the intervention of the epistemic framework of scission on that psychological knowledge, which divides the elements of experience into their epistemological and ontological aspects. There is a discussion on this intellectual strategy. It is very specially shown that such scission approaches, beyond dualism and reductionism, postmodern social constructionism. Finally, it highlights the advantages of an epistemic dialectical framework, in terms of a complex, though unique, superior synthesis of psychological life. [ABSTRACT FROM AUTHOR]

This study tries to make a revision of the conflicts, negotiations and coexistences that characterized the configuration of the pedagogical field in Argentina during the 1930s, as well as recognizing the place that the New School occupied in it. This school of thought was not totally consistent as a whole: in fact, there was a wide range of interpretations about these ideas. In the Argentine pedagogical field of this decade, the relationship between the State and the educationalists who promoted New School's ideas was not always characterized by imposition or transgression. The New School wasn't an outsider in the educational system and the educational policy received its influence. Argentine promoters of New School that gathered around La Obra tried to present themselves as innovators in terms of pedagogical knowledge in order to appear as the only group capable of transforming the educational system as well as the only qualified to become spokesman for all the teachers in the country. This paper will analyze the underlying logic of the speeches of teachers and educationalists. It will be stated throughout this article that even though the Argentine pedagogical field had close connections with politics, it also followed its own path. [ABSTRACT FROM AUTHOR]

This article deals with student's participation spaces in Neuquén's secondary schools, tracing the map of its themes, subjects and strategies. These spaces are considered to be a fundamental part for citizenship educational processes in educational institutions. Thinking about student's participation spaces leads us to a very complex theoretical category. We understand spaces in this research as going beyond the subjects themselves, meaning that are built by the relations that are generated within them. The dynamic and complexity of this theoretical foundation allows us to inquire about who shapes those spaces, which voices are authorized and who authorizes them and, in this way, if it is possible the construction of a democratic coexistence in educational institutions. In order to outline some answers to these questions, this paper shows the incipient progresses of our investigation. To do so, this article begins with the presentation of a theoretical framework in which categories as spaces; participation and citizenship education are developed. These concepts enable the analysis of the interviews taken in two secondary schools of Neuquén province. In this way, the themes, subjects and strategies of participation make up the spaces of participation, through their interaction. [ABSTRACT FROM AUTHOR]

This work contributes to remove the biologist deterministic arguments that assume that certain individuals and groups are born to learn while that possibility is denied to others because of their supposed natural inferiority. A recent research conducted with secondary school teachers from public schools in the City of Buenos Aires reveals that the ideology of the talent crosses the magisterial speech, but, at the same time, teachers are averse to give a final verdict on the boundaries of schooling emphasizing the role of socio-school intervention and its agents. The reflections in this paper inform about the relevance of distinguishing between the limits for the schooling as a product of socio cultural inequalities based on the origin of the students and the limits sentenced by the beliefs and discourses of biologist racism. Teacher professional training is central in order to review these speeches and its symbolic effects. This would develop theoretical and practical alternatives that allow confront with the false measures of hegemonic science implemented for student learning and its potential. [ABSTRACT FROM AUTHOR]

This article proposes an invitation to an interior journey through the early stages of educational research. The intention is to share on the basis of a concrete example; in this case, the investigation is about a case study in the Teacher Training Faculty of the University of Barcelona. Within this process, this paper discusses some of the following dilemmatic questions: how to start to organize and to shape the initial ideas, how to target from the complex analysis to a single focus of inquiry, how to move from thematic to convert it in a research problem, how to delineate the research perspective taken, how to build the main questions comprising each dimension of analysis, how to define positions on the real or fictitious dilemma of objectivity and subjectivity in educational research, and finally how to deal with and decide on the selected information gathering techniques. Within this decision making process, also provides tables which graphically and visually solve the main dimensions and questions of the thesis problem and the methodological positions assumed. In conclusion, the article points, out that although on this occasion narrate the initial phase of decision making, the methodological questions of inquiry is not exclusive of this period, but go over throughout the research process. [ABSTRACT FROM AUTHOR]

This paper addresses the confluence between didactic strategies aimed at students' construction of knowledge and the potentials of asynchronous virtual learning environments, as spaces where educational processes predominantly take place through electronic reading and writing. Asynchronous written communication may help students to appropriate and reinterpret their own words and those from others and allows the professor to recapitulate what is produced by this textual community. Finally, this kind of interchange raises challenges and questions about the transformations of reading and writing in the new online environments. This work is based on the observation of the virtual class fora and the qualitative and interpretative analysis of the didactic interchanges with a focus on the professor's interventions. [ABSTRACT FROM AUTHOR]

In this paper we consider tensions and meanings regarding the education of children, produced by those adults who are closely related to them in every-day life (mainly parents and teachers). The empirical referents come from an ethnographic research, in which we carried out in-depth interviews and participant observation in a neighborhood located in the south area of Buenos Aires City. Thus, we interpret the meanings and representations constructed around the "educated person", high-lightening the importance given to education by families -mostly associated to schooling by them-. We also consider some meanings constructed by teachers, relating them with the former. We analyze as well the ways in which these meanings articulate with processes of selection of schools and with different ways of assessing schooling, considering them social practices intrinsically linked to those representations. This allows us to make visible the valorizations, evaluations and tensions related to dimensions of social life that include but also exceed the subjects directly involved in them. This way, we point out diverse and complex articulations between the dimensions of human agency and the structural limitations of a certain social-historical context. [ABSTRACT FROM AUTHOR]

This paper is enrolled in the frame of a research project that investigates the development of secondary school teachers in working stages. One of the questions that appears as eminent in the analysis of gathered information is related with the run that the same teachers make before the entrance to institutions of teacher training. For that reason this study tries to reconstruct teachers' biographies with the purpose of knowing the itineraries to be teachers. The concept of trajectory results fertile at the time of analyzing the context within which choices related with the different formative proposals were taken, confirming that the teacher's career choice is installed in the frame of teacher's personal biography and takes effect in identity building and professional development. Teaching as a second alternative to other careers or as a second choice related to a working field, constitutes some of the tints that, from the adopted perspective, are discussed in this work. Finally, the knowledge of trajectories is fundamental to develop formation mechanisms and to take decisions on the offer of teacher qualification training. [ABSTRACT FROM AUTHOR]

In this paper I intend to present a proposal to reflect on the psychoanalysis contribution to the educational field from Freud and Lacan's ideas and to discuss the relevance of articulating fundamental psychoanalytical concepts with the teaching-learning process. I hereby justify the reason for which the psychoanalysis can constitute a reference frame for reflection on the educational environment. In that sense, the scope of the notions of unconscious, subject, drive, transference, identification, law and desire connected to the educational act is considered. Concept differences between the subject of the unconscious and the subject of knowledge from the Freudian discovery of de unconscious are highlighted. Likewise, I point out a continuity relationship between sexual and cognitive interest. How do the teacher's actions relate to knowledge? The professor's desire is considered as the scaffolding for the professor's practice, articulating the notions of transference and desire and differentiating, according to Lacan, consciousness from knowledge, which alludes to the conception of truth in psychoanalysis. Finally, I include contributions made by current authors on the Freudian phrase "teaching as impossible profession" related to differences and similarities between the psychoanalytical and pedagogical discourse. [ABSTRACT FROM AUTHOR]