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This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

Centered on oral communication in the Academy, the paper sets a dialogue between two voices: on the one hand, the practises and concerns of the students of a workshop on communicational abilities offered in the National University of Cordoba in 2018; and, on the other hand, contributions from language sciences (Barthes, 2003; Todorov, 2008; Van Dijk, 1983) and philosophy (Foucault, 1996; Skliar, 2015). Which are the challenges on oral academic communication for those who teach and learn? How do students learn when teachers give their lessons and how do they take the word in order to say their knowledge? From those starting points and in a flexible essay, the papertext unfolds reflections on philosophical, psychological, and socio-anthropological concepts --social control, power and self-care - as well as representations of technical concepts --conceptual precision, the adjustment to the communication situation, the discipline lexical realm, and the macro-structure --in order to consider some social and didactic implications of oral communication in the university environment. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena" (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

In this article we will analyze, firstly, the ideas on totalitarianism held by a group of Catholic traditionalists who served between the decades of 1960 and 1980 and who recognized themselves as experts in educational and University issues. Secondly, we will describe what kind of school they defended and who were considered the main adversaries to the model proposed. We will depart from the study of the book by Antonio Caponnetto called Pedagogía y Educación published during the last dictatorship (1981) and we will show how Caponnetto and other traditionalists criticized the main topics about the new pedagogy, the educator Paulo Freire, the referents of UNESCO and the psychology of Jean Piaget. In the last part of this paper, we will present the diagnosis they made about education and more specifically about the elementary level and the teaching of courses in high school. [ABSTRACT FROM AUTHOR]