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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]

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 article explores the representations and meanings regarding social inequality socially constructed in schools since the implementation of the Federal Law of Education in the 90's. This work analyses the implementation of institutional articulation policy in one school in the suburbs of Buenos Aires with the intention of describing how decentralization and autonomy policies contribute to reinforcing social inequalities in schools' everyday life. By reference to concrete ethnographic situations, we describe the process by which schools implemented the institutional articulation between former primary and secondary schools in order to understand not only what people say about social inequality in a particular moment in history, but also what people "do". As a result, this paper intends to describe the differentiation process among and within schools that the implementation of neoliberal policies leds to. [ABSTRACT FROM AUTHOR]