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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]

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]

In the context of a wider research, this article analyzes the first stage of Jesús Martín-Barbero's work, more precisely his writings in the 1970s, in order to recover his most significant contributions to the field of communication/education during that decade. The corpus of analysis is made up of Martín-Barbero's doctoral thesis entitled La palabra y la acción, finished in 1972, and two later books, Comunicación masiva: discurso y poder, written in 1978, and Comunicación educativa y didáctica audiovisual Elementos teóricos-metodológicos para la producción de ayudas audiovisuales didácticas, published a year later. The aim of this paper is to characterize these reflections, explain them, and systematize them in order to identify the points of continuity and rupture between those deliberations. This will in turn let us, on the one hand, establish the lines of research that will allow us to relate the other stages of the intellectual production of the author in this field and analyze the evolution of these first contribution, and, on the other hand, to evaluate to what extent these approaches and their subsequent developments and transformations can still be useful to investigate the phenomena related to communication/education in the present. [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]

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 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]

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 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]

Supported by the evidence found in documents produced by undergraduate and graduate students, the text is focused on representative samples of language practices, autobiography writing, and metacognitive reflections linked with text production from students at the higher education level, analyzed through Carlino (2005), Brito (2010), Natale (2012), Bidiña and Zerillo (2013), Navarro (2013) and others. In general, as an advance conclusion, it can be said that students complain that the intense monotoring carried out by the teaching staff at the beginning of the lerarning process decreases as the course is in progress, but they also show signs of having difficulties in the framing of the enunciator, and their papers manifest scarce rhetorical and pragmatic abilities, in spite of the two decades elapsed since the functional communicative approach for language teaching was officially prescribed in Argentina. Furthermore, students object the lack of common criteria among the teachers regarding the use of academic text formats, and demand institutional agreements or between the faculty members concerning the criteria for the evaluation of papers. [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 the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [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]

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]

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]

Compulsory high school education is a process that has been developing, with different characteristics, in some Latin American countries. In Mexico, the H. Congress of the Union modified the 3rd and 31st articles of the Political Constitution of the United Mexican States to extend compulsory education to high school from 2012. Although there is a growth of enrollment in this level of education, many young people do not attend high school or they interrupt their studies. With the purpose of describing some characteristics of this process in Mexico, I present reflections that emerged from a recently concluded research in dialogue with the current bibliography. It is a study that analyzes, from an ethnographic perspective, the accreditation of subjects in everyday life at Colegio de Bachilleres high school in Mexico City. We claim that the credit system is affected by a mandate that is present in current educational policies: to improve young people's indexes of access to school, enrollment, and passing courses in high school. The aim of this paper is to identify challenges for the institutions that are envisioned in the future. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

This paper analyzes how children and teenagers whom we call "reluctant students" are often, anything but reluctant to learn some things. They show all kinds of signs of imaginative participation- but their participation seems unable to connect with the school syllabus. We could wonder: How could we manage to have a curriculum so imaginative and attractive as the world that is exposed to the students? A new answer for some or a lot of those students could come from Lev Vygotsky's research (1962, 1997). His notion of "cognitive tools" gives us a way to explore how we could capture and involve those students' imagination to make them see that, what is really wonderful and engaging in the syllabus, could be learnt by anyone and could be turned into a cognitive tool. In this paper we shall see how the cognitive tools to make up stories, the binary opposites and the images generated through words, could be used in a new way. Each of them was at one point, a considerable important cultural invention, and each of them turns now, into a potential cognitive tool to increase our ability to think, communicate and understand. [ABSTRACT FROM AUTHOR]

The aim of this paper is to share some similarities about what children and young people obtain from work and school. The main protagonists in the research are children and young people who try to cope with two activities: school learning and work. The objective of this paper is two-fold: on the one hand, to make visible child and adolescent work in our region, since there is not a symbolic or social recognition of it, neither from the school sector nor from people in general and, on the other hand, to show that the school/work relation is a complex one: working children have to deal with different situations in order to keep up schooling: absences, late arrivals, tiredness, temporary desertion, promotion failure, lack of time to study and do homework. These students do not get special attention from their families, the state or the school system. [ABSTRACT FROM AUTHOR]

This paper is part of one of the extension projects carried out by the Chair of Clinical Psychopedagogy, University of Comahue together with some professionals from the Technical Team of Pedagogic Support (Rio Negro's Board of Education) with the aim of focusing on that part of the students' population, which was not receiving support from these teams and was labeled "'With Special Educational Needs'. Upon revision of the current legislation and after completion of the first interventions carried out (interviews to principals and teachers and class observations) we became aware of the need to focus on the particularities of teaching those students that show learning difficulties and do not receive attention from specialized teachers. What is the place that these students are offered? This paper introduces some considerations in relation to key points regarding teaching children with learning difficulties. The role of teachers and children, and the need to consider diversity issues, among other variables, are explored. [ABSTRACT FROM AUTHOR]

Reading in EFL/ESL has been the target of several and varied research papers which try to account for the strategies readers use at the moment of decoding and understanding a written text. Many of these papers have had the aim of revealing what is behind the problems poor readers face, in order to provide appropriate help. The resulting reading models show different kinds of cognitive processes readers might go through at the moment of reading. These models have changed in the course of time since the nineteen sixties, and this has had its implications in the reading activities EFL/ESL textbooks offer. In this paper the most relevant reading models are discussed and the importance of interactive and schema theory models is highlighted, as these latter ones take into account the reading task in all its complexity, involving not only the linguistic notions necessary for the reader, but also the background knowledge related to the topic at hand, the context of situation in which texts are produced and interpreted, and the cultural and ideological models that are presupposed in every text. [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 analyzes some aspects related to the public debate about immigrant population and the construction of a national identity in Argentina during the first decades of the 20 th. century. Immigration, education and nationalism were the thee ideas which originated the debate on a possible model of country and constituted a field of tensions that covered the period of the great immigration wave. This paper will, in the light of these reflections, illustrate some of the features that these aspects acquired in a rural area. Southeast of the province of La Pampa the largest number of migratory population was farmed by groups of people who migrated from eastern Europe. The presence of Jewish colonies, such as the Narcisse Leven colony, meant the birth of debates on these groups which seemed to question the basis of the "Argentine Nationality". This text emphasizes the complexs relationship among immigration, education, and ethnicity. [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]

Throughout the 19th century, in the context of setting up the new republican order, the humanization of physical punishments was promoted. As part of a cultural climate affected by the individualization of the body, modern educational trends questioned the excessive punishment of children. This paper discusses the reviews of such disciplinary practices in Buenos Aires elementary schools and its countryside, with the aim of reflecting on how this "civilized awareness" process struggled for a punishment economy to design--at the end of the century--a new ethical code of honor and virtue based on self-discipline as the kind of behavior that should be adopted by future citizens of the republic. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence”. These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

Heterosexuallove relationships have become a central object of study for feminist theory in the 21st century, on the one hand, because of the way they maintain and reproduce gender inequality in a context of democracy, freedom and formal equality, and on the other hand, because of the deep transformations that significances of love and couple have undergone when these values have spread to the intimate sphere. In line with these approaches, this paper analyzes, from the results obtained in a PHD thesis, the possible influence of gender inequality on the perception and resolution of conflicts, expressed by heterosexual persons with respect to their intimate relationships. Research results lead to the conclusion that conflict may be a key question for the analysis of gender inequality as, on the one hand, it is an expression of feminine dissatisfaction generated by the inequalitarian dynamics that take place in the heterosexual íntímacy, and on the other hand, because it demands an intervention that tends to reinforce traditional gender roles. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence". These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

In the first part this paper describes a research about the identity of the Children's Education Career. Beginner and future teachers of this education level have taken part in this investigation. They have answered two main questions: how they are learning to be teachers, and what kind of teachers they want to be. In the second part, this article presents the methodological problems, that emerged during the investigation connected with the vulnerability of the actors (researcher and investigated teachers) of these life histories. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze primary education policy during the administration of the self-proclaimed "Liberating Revolution". The few studies that have examined this issue state that the Liberating Revolution government erased the traces that Peronism had left in the education system. Our interest is to review this process. To do this, we analyze the conflicts within the government, the institutional design of education governance and internal organization of schools. We ask whether despite the ideological and political ruptures, it is possible to find elements of continuity with the previous period. Our empirical observation area is the province of Buenos Aires. [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]

This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education. [ABSTRACT FROM AUTHOR]

This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education. [ABSTRACT FROM AUTHOR]

Doing research implies an intention to deepen our knowledge of the world we are immersed in and a better understanding of our reality, which also worries us, and is able to set the basis for a more adequate intervention as to the circumstances and aspirations which guide us. But the way to knowledge is not free from obstacles, many of which appear to our conscience, at first sight, as an aid. This research paper intends, from a non-canonical point of view, to show some of the difficulties we have to confront when we start doing research work. To consider the task of doing research is an unavoidable commitment for all those researchers who have the responsibility of training professionals in education that contribute to foster a genuine inclusion of their students, based on a critical acquisition of socially validated knowledge. [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

This article is the result of a research about the life and work of the French educator Philippe Meirieu and it tries to show some discourse aspects of pedagogy in France and its relationship with the sciences of education. Pudgy is not the science of education as it appears in other conceptual regions or pedagogic traditions (German or English). Science of education in France appears institutionalized in 1967 and since that date pedagogy inhabits in its bosom as a concept rather than as a disciplinary space. With the aim of understanding the complex discourse of pedagogy we have consulted magazines, books, papers and some doctoral theses in science of education. Among the most important magazines in our field of reference we can mention The French Magazine of Pedagogy (Revue Francaise de Pédagogie), Magazine of Science of Education for the New Era (Revue de Sciencies de l'Education Pour la Nouvelle Era), the Pedagogy Notebooks (Cahiers de Pédagogie), the Magazine Knowledge's (Revue Savoirs). These magazines appeared on the French university stage some years after the birth of the science of education. As Pedagogy appears as a given concept, it seems that this question is neither the spring nor the interest of the theorists or practicals or experts; it has each day less place in the science of education debates. [ABSTRACT FROM AUTHOR]

The rapid changes in the economic, political, social and technological fields during the last years have had a great impact on the way we do and think geography. This has favored the adoption of different approaches to this object of study from new theoretical and methodological conceptions. Consequently, the agenda of subjects and issues are integrated in school contents, which are included in the curricular designs that constitute an important support for the teaching practice as they are a tool that allows teachers to select, organize and sequence the contents to be taught in an annual plan. In the province of La Pampa, curricular design is based since 2006 on CBC (Basic Core Contents) developed by the National Ministry of Education and on the NAP (Priority Core Learning). To these basic contents we have to add the curricular materials of the Core Curriculum for Secondary School framed in the New Law of Education implemented in our province since 2010. This paper aims at analyzing the role of Geography in the curricular proposals designed for the Province of La Pampa, taking into account the following key concepts: environment, society and territorial organization. [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 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]

How does the control process of school population occur? In this paper two complementary answers are presented: to change organization structures and to widen the organization processes. Regarding school structures, responsible people from the government take three kinds of decisions: to define standards of structural procedures at schools; to create good routines of school work and to build collective subjectivity in students. On the other hand, the strategy of organization processes and the education polices tend to promote inclusive cultures in each school center. Both political strategies of school behaviour control, try to identify each person and teacher with the institution. The consequence is exclusion of those who do not adapt to the requirements of school practices. [ABSTRACT FROM AUTHOR]

We present this paper, which is the result of reflections on the path taken by our working group, which we believe could also provide assistance to other groups interested in taking similar paths. This review has allowed us to identify a route which, having its beginnings in the field of Science Education, has taken us into areas we considered, in the first instance, to be represented by Popular Education in Natural Science, Environment and Health. We also share those experiences in research and teaching that have enabled us to follow our particular theoretical and methodological course of action. These experiences involve diverse people with whom we put forth each of the ideas and proposals implemented and who also think, create, learn, decide and carry out the shared decisions. Our account is just one among many possible stories. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [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 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]

To include practices in the teacher training of our University has been a controversial topic with a vision mainly "depending on application" regarding the practice field: first, students must learn theory, then (in the last year), practices must be done to transfer all that amount of theory to the practice. h e aim of this paper is to present the model of ATT (Articulated Teacher Training) studied through Action Research in the last two decades, which includes the practices as an epistemological, ethical, political and didactic core of change. What do students learn in these practices? Which is the situated reality of the classroom? In these interactions they learn to use the practical reasoning in front of real problems which challenge them to consider possibilities, to discuss, to give their opinions and to take decisions. They also learn --as Arendt states-- to live together, ones and others with diversity, to "build" together; basic political training that guides youth towards peace defense and against injustice. [ABSTRACT FROM AUTHOR]

This paper is based on the professional biographies of six professors identified as excellent by senior students in three programmes at the School of Humanities, Mar del Plata State University. In-depth interviews examined the teachings and practices these instructors encountered along their educational biographies in order to find traces of these experiences in their current lives. The aim is to disclose the subtle ways in which the past influences their academic present. The life histories retrieved reveal the importance of the actors' mentors at the onset of their teaching and research at the university. The recovery of these memories allows the conceptualization of experts' role in the education of novices, thus examining what is traditionally considered as the informal supervision of teaching assistants and junior researchers. In this way, we try to create a site at the university where it is possible to discuss mentors' good practices. [ABSTRACT FROM AUTHOR]