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Do conceptions of learning influence the formulation of instructions for school assignments? This is the question that originated this paper and guided the epistemological assumptions that support the inquiry in which we take part. The instructions for practical school assignments provide us with a second level of analysis in order to argue about the conceptions of learning in university teachers with specific training in the art of teaching. These instructions constitute oral or written texts that anticipate mental actions in order that students carry them out. In turn, there is a purpose entertained by the teachers, who are not necessarily understood by the recipients of the instructions. Regarding the analysis of the instructions, the elements to be taken into account in their formulation were described: the steps to be followed, the purpose of the production task, the context or framework of circulation and / or use of the writing, the reader to whom the text should be addressed, the textual prototype and the genre to which the text should correspond, the subject that should be dealt with and in what detail. This study is complemented by the description of the learning concepts analyzed and construed from interviews with teachers as part of the fieldwork. The methodological approach is the phenomenological one. [ABSTRACT FROM AUTHOR]

In this paper we offer some lines of analysis about the public process of production of arguments and definitions around the Pedagogical Unit in primary school atarting from Resolution 174/12 of the Federal Council of Education (CFE), and its corresponding annex, as well as a series of documents prepared by the Ministry of Education of the Province of Córdoba. In this going-over, the ideas we share represent an attempt to start to answer a first question that we have posed as a research team: What meanings does the Pedagogical Unit intend to set up, and what does it intend to regulate? We understand that in the said documents an interpretation of the current pedagogical situation is construed and a discursive operation is formulated based on, among other processes, the prioritization of terms and the definition of certain realities as central concerns, which give it a political character. In this key of analysis, the recommendations and reformulations that these productions introduce to reorganize teaching at the primary level are equally political. In this context we are interested in reflecting on the meanings built by some principals and teachers in the schools under scrutiny, which deserve to be investigated and analyzed pedagogically and politically, in the same way as certain strains observed in multiple dimensions and in the complex conditions of schooling in which the passing on of knowledge takes place in the primary school. [ABSTRACT FROM AUTHOR]

From my position as director of the biannual research project (2014-2015) "Teaching teaching. Categories of teaching approach and educative practices," I assume the responsibility of writing this paper in order to talk about the initial trajectory carried out by the team. The ideas shown herein come from reading, analyses and group exchange; the way in particular of articulating, systematizing and communicating them are my full responsibility. Basically, the first parts of the research project are shared and when defining the corpus, we proposed a rereading of the texts and authors whom we consider to be key references in the academic community of Argentina with the purpose of investigating on key categories of teaching approaches, their origin and development. [ABSTRACT FROM AUTHOR]

Content dimension is also crucial to understand the ways in which teaching is structured. In this regard, some new technologies can be more adequate than others at the momento of improving comprehension depending on subject contents and their requirements. Considering this, subject epistemological considerations seem to allow certain derivations and technological uses, and they propose a specific link between contents and technologies. From these premises, this paper tries to discover the way through which ITCs are integrated in a case of university teaching of Logics. This is done using pedagogical criteria from the teachers' viewpoint. To achive this, analisys on the relationship between taught content and the use of a specific software is done in particular experiences in Logic I (Phylosophy, FFyH, UNC). Therefore, this paper proposes to explore some characteristics of Logics present in a specific problem of teaching, namely teaching "truth". The main problem at this point is the teachers' need to work with parallel and imaginary worlds. This technological proposal, "Tarski's World", is a specific tool that allows for visualizing a simple logical universe in which to work referentially. [ABSTRACT FROM AUTHOR]

In this paper we are concerned with the task of describing how the process of completing high school and entering into an unknown milieu, like college, is experienced by young people. To that end, we first analyze, on the one hand, the shock and bewilderment to which such event gives rise, and, on the other hand, how the students' possibility conditions and their educational background are brought into play in their transition to this new level of education. Thus, the different and heterogeneous educational and life experience that young people bring with them are put in contrast with the "homogeneous" practices that the university asks all individuals who want to join it. Furthermore, we consider what strategies they bring into play, from their subjectivity, in order to stay in college. In this respect, it is extremely important to examine how entrants to college construe their relationship with knowledge and how their relationship with "academic! knowledge determine certain fissures and raise new questions. This paper is the result of our participation as members of the research program: "College Admissions. The relationship with knowledge and the building of subjectivity", conducted by Dr Facundo Ortega, that is under way at the Center for Advanced Studies of the National University of Cordoba. [ABSTRACT FROM AUTHOR]

This paper goes over college admission policies of the Faculty of Philosophy and the Humanities in the National University of Córdoba, from the times of the civil-military dictatorship, from 1976 to 1983, when an entrance examination was required and there was a fixed quota of students who could enter college, through the policy of entrance without restrictions, which marked the transition to democratic rule in the 80s and the introduction of remedial courses in the 90s, curriculum area which constitutes the keystone of the present college admission policy. It has been set up on the basis of Dominguez's assertion, regarding the determinations which go across the different college admission policies adopted by the universities - sensitive to political changes and to the relationship of the state with the universities - and the statements of Juarros and Matinetto, with respect to the models of admission, direct or restricted, that have left their mark on the discussion of the subject and on the Argentine legislature on the theme. As Chiroleau has pointed out, this system, formally open, without any restrictions, actually presupposes the existence of tacit mechanisms of selection in the course of the student's studies at college, a fact which manifests itself in the rate of dropouts during the first tear of their attendance to the university classes, close to the 50%. For that reason, special attention is paid to the decisions made by the FF and H, intended to offer remedial courses which may help give a satisfactory response to this situation. [ABSTRACT FROM AUTHOR]

In this paper we set forth some progress made in the analysis of the relationships that evolve among the primary level pupils of a rural boarding school. On this occasion we focus particularly on those relationships that arise between pupils who are siblings. We present some precedents that we consider relevant to the specific subject that we are dealing with here and inquire into two aspects which give shape to such relationships: the practices of caretaking that evolve between these children (studied as 'sibling caretaking' in Anglo Saxon bibliography) and the practice of "joining forces to defend themselves" when facing a third party. [ABSTRACT FROM AUTHOR]

This paper analyzes how educational practices and experiences influence the processes through which social recognition is sought and built among young people from the lower classes. We set forth here progress made in a research on youth sociability in school and urban neighborhoods, carried out in the city of Cordoba in a biographical perspective. Throughout this presentation, it will be possible to observe that the creation of a "student trade", the feeling of being heard by their educators, the value assigned to the school credentials, the possibility of being "successfully" incorporated into the labor world, the cultural mandates from their family, their relationship with knowledge and with the school requirements, operate differently in each person, whether in a sense of social confirmation (Martuccelli, 2006) or lack of recognition. Thus, the meanings that schooling acquires in juvenile biographies, the ways of shaping their strategies as schooled individuals and the ways in which meritocratic logic is settled through educational practices, are in tension with processes of building an egalitarian recognition of rights and with singular demands of respect that young people rise. [ABSTRACT FROM AUTHOR]

This paper is part of the research project "Politics as an institutional design, as a public policy and as a socio-political process: a model to be set up at the middle level through policy instruments defined as a means of educational inclusión", led by Prof. Mónica Rodríguez, is an analysis of the implementation of the educational policy measure aimed at "eliminating free hours" in middle-level establishments. We are interested in considering this measure, decreed by resolution No. 1185/13 of the Provincial Council of Education of Rio Negro, relating to a complex of regulations that provide legal and political support in order to elucidate the grounds which motivated that the said measure were adopted, as well as the antecedents related to the subject in question and to know, in "a direct way", what the current situation in the schools of Rio Negro is, with regard to its application. From the study which had been carried out, the principles of the obligatory character and autonomy, as well as the concept of conciliation, as a decisive mechanism of a "limited democracy", emerge, which give rise to reflections and questions regarding the categories of containment - retention - permanence. [ABSTRACT FROM AUTHOR]

The paper sets forth the first results of the research: "Pedagogical authority in the High School of Cordoba in the perspective of students". Approved and subsidized by SECyT, for the period 2014 - 2015, thus giving continuity to another research denominated "Pedagogical authority in the School: possibilities, weaknesses and challenges", carried out in the previous biennium. In the first stage of the investigation teachers were interviewed about the problems related to pedagogical authority, thus allowing us to identify some recurrent themes in their remarks, such as: obedience; control of classroom behavior and activities; and commitment to personal bonds. This second stage is intended to recover the voices of the students, through the creation of focus groups at two schools in the province of Cordoba, a public and a private school establishment. This time the first categorizations that are being drawn will be put forward, identifying both points of coincidence and divergence between the concerns of teachers and students act in the environment of secondary education settings. In this sense, the need to build a "good bond" seems to be the point at which these school actors can meet. [ABSTRACT FROM AUTHOR]

The present paper is part of a research project on citizenship, considered as a nodal point on which different meanings were put during the struggles for setting a hegemonic social order at the beginning of the 20th century. In these conflictive processes we identify liberal Protestantism, whose leading public figure, William Case Morris, took part in the pedagogical debates that linked education to labor. Simultaneously with the denounces about the deplorable conditions which prevailed in the exploitation of children's labor, along with the promotion of their rights and the questioning of the state for its faulty compliance with the Law 1420, we find in the documentary corpus LA REFORMA: magazine on Religion, Education, History and Social Sciences (a Journal of journals), "a variety of discourses that coexisted concerning training for work. The same-self journal, which served to express one of the orientations of the educational project of William Case Morris, who contemplated training children for labor once they finished elementary school, was conceived as a means of enabling the poor to get up the social ladder and as a component of a citizen's conscience apt to contribute to the conformation of an adequate ethos for helping to build the country. We will try to approach these discourses that took shape in the interweaving between education, the Protestant asceticism, liberalism and the perception of its contradictions. We put forward the hypothesis that these discourses were connected to a political and sociocultural project in which the projections of labor were construed in diverse manners for the conformation of a citizenship consciousness inspired by the model of American democracy Liberal Protestantism placed it in the antipodes of the colonial and Catholic heritage, reluctant to accept progress associated with modernity and called for the role of the state as a regulator of educational policies in which labor permeated the discourses about the modes of access to knowledge and at the same time, also to knowledge related to specific labor practices seen as necessary aspects needed to make people's right to work effective. Furthermore, the state was conceived as the intermediary between the demands of the poor and the immigrant sectors who sought their social ascent and the economic interests of both industrial sectors and merchants linked to English capital in a context propelled by the slow process of industrialization and some related economic activities, which demanded a rather unskilled labor force. [ABSTRACT FROM AUTHOR]

The present paper puts forwards progress made in a research that focuses on the relationship between the ways in which teachers of common education denominate the student's learning problems and the educational policies of integration and inclusion in contexts of social inequality In the province of Chubut. This research aims to expand the theoretical knowledge about these socioeducational processes, by analyzing the ways in which teachers interpret the statements of the policies of integration and educational inclusion with respect to the students who are the target group for special education assistance. This allows us to pose questions regarding what it is meant as a 'learning problem'. The study of this subject carries with it contribution to the academic discussions concerning the production of the so-called 'problems of learning' in the school's context in the changing relationship in the pair common education - special education. [ABSTRACT FROM AUTHOR]

This inquiry is framed in the Project "Institutions, individuals and social transformations. Critical points of intersection and instituting processes in the education of children and young people". In the period 2014-201, the project included, among its objectives, the analysis of the process of institutionalizing compulsory secondary school, taking into account the particularities of the social context in Cordoba and its implications in the daily life of the youth of lower class neighborhoods. The paper seeks to make it visible the tensions and paradoxes which arise in connection with the inclusive sense that making secondary education compulsory entails and the configuration of restricted citizenship for members of the lower class of society, stemming from the deepening of practices of socio-territorial fragmentation and the enforcement of discriminatory security policies in recent years. [ABSTRACT FROM AUTHOR]

This paper is part of an ongoing research project whose purpose is to analyse both policy and the discursive sphere of person'sright to education from the voice of the actors (government and international agencies, trade unions, parliamentarian, grass roots and academic organizations, among others), in order to account for the stances and the meanings that are built around people's right to education and to document some experiences of requesting it as an exigency and in the recorded case, as a demand for fairness. To that end, in this paper the voice of a grass roots organization is presented that from 1980 onward struggles for the defence of public and gratuitous education, thus putting a political brake to limit the government's institutions responsible for the polity and administration of public education in Mexico, on the grounds of the Third Article of the Political Constitution of the Mexican United States that explicitly proclaims the gratuitousness and mandatory character of attendance to public school, which is recognized as a right of all Mexicans. The theoretical-methodological perspective is framed within the political analysis of educational discourse and empirically grounded on national and international documents on people's right to education. Furthermore, the empirical basis is reinforced by interviews in depth with key informants. [ABSTRACT FROM AUTHOR]

The present report is intended to share the findings of an inquiry conducted for writing the paper titled "Me, can I read and write?: An approach to literacy spaces for young and adults ", produced in order to meet the final requirements for earning a licentiate degree in the Sciences of Education. In the selfsame paper, the characteristics of the implementation of the literacy program of Cuban origin "Yes, I can" in the city of Cordoba are examined. The features of the program selected for this report turn the chosen aspects into a criterion for guiding the analysis, as long as we focus on how a political-pedagogic [ABSTRACT FROM AUTHOR]

In this paper an unconcluded educational experience of our history is studied. As any educational proposal it synthesizes a political pedagogic stance, based on a conception of man and society. Such proposal is nurtured in the debates of its time, in the yearning for the social revolution and the ways of making it progress, in the dialectical discourses that impelled it and in the people who supported, dreamt of and became impassioned about it. We present here the partial results of an investigation whose aim is to inquire how the Adult Education Reactivation Campaign of Reconstruction (from now on CREAR, for its Spanish acronym) was organized and implemented in Córdoba in the years 1973 and 1974. In this paper we intend to account for the political and organizational aspects of the campaign. It is an anthropological and historical study that approaches an educational proposal which is significant for its conception of adult education, of literacy and of culture, since it departs from the models prevailing in the international organisms. We work from the analysis of the documents in which the pedagogic political stances were put forward, as well as the conceptual interstices that led to some divergent practices and parallel interpretations.3 We also intend to study "the not recorded history"4 through the retrieval of the stories of the social actors that participated from different positions in the campaign. [ABSTRACT FROM AUTHOR]

This paper is a report on progress made in the research work carried out for the Final Paper needed to meet the requirements of the licenciate diploma in the Sciences of Education. The aim of this research is to inquire into the links, tensions and negotiations that obtain in an experience in which an operating connection has been set between the adult education practices generated by a private social organization and the public adult education school of a neighborhood located in the southeast area of the city of Córdoba. Although our analysis begins by considering an educational policy generated by the State, the Program of Literacy Meeting, we conceive "Educational policies" in a broad sense (Achilli, 1998), that is, including both those that are generated by the State, and those stemming from the other different actors involved in the process -whether they are teachers, colaborating groups, and parents, whose ideas and proposals, through a dialectical interplay with the state’s policies, can reinforce, reject, or confront them. Thus other public spheres from which the collective creation of policies stem is recognized, and this makes it possible for us to see the neighborhood, the social organization and the school as areas of interaction where meanings and political actions are built. Within these limits we will focus on two pecular dimensions of their link: the use and significance of the various educational spaces and the responsibilities assigned to the different actors. [ABSTRACT FROM AUTHOR]

This is a preliminary report on a current investigation about the characteristics of the processes of textual production in children who start to read newspapers on the Internet and write news in paper and computer. The goal is to describe and understand the processes of writing, including revisions. This project has the purpose of supporting the access to the written culture at school using ICT's to both to read and write. The research was conducted in three different schools (one in Córdoba city, one in the interior of the province and one in the San Juan city), with volunteers teachers form fourth (2008) and fifth grade (2009) News production activities are proposed to 30 children in every school and similar groups were made up with a previous criterion according to their command of the written language, the computer and the word processor. The groups write, revise and improve their texts with different instruments (pencil and paper/computer) with the purpose of making comparisons. The proposed textual type (Informative news article, news, accounts) is justified according to this characteristics and differences in relation to the short story, used in previous researches. [ABSTRACT FROM AUTHOR]

This paper presents some of the findings from a larger research project: "The implementation of the Integral Literacy Project of the province of Santa Fe from the perspective of its actors", which was oriented to investigate the educational transformations derived from the Integral Literacy Program, developed in 2006 and 2007 by the Ministry of Education, and from the Assisted Promotion Program that was put into place on 2007 in close articulation with the Literacy program. In this paper we focused on how micro and macro politics are articulated in relation with the educational innovations projects design by the government ministries. We approach the implementation of the Literacy and Promotion programs analyzing the difficulties, conflicts and resistances generated in educational institutions. We understand that every suggested change from the ministerial level needs of a permanent negotiation that allows its implementation in a micro politic, institutional and classroom level. The investigation was conducted with a qualitative interpretative methodology. Interviews, observations and focus groups were used to recover the point of view of the actors. Statistic analysis from ministerial surveys and documentation was used to complement qualitative data. [ABSTRACT FROM AUTHOR]

This paper presents some of the contributions found in my master's degree's thesis: "He loves me… He loves me not… Socio-emotional constructions among secondary schools students". This paper was approached from an ethnographic standpoint and it integrates a wider project called "Social relations in middle school" (directed by Mgter. Mónica Maldonado). In this presentation I investigate the circulation of letters among teenage students of a public school to analyze the possibilities of recognition and the conflicts that result from that. The intention is to draw some questions from seemingly "unimportant" matters, related to emotions and feelings, to contribute with some analysis perspective on the construction of social relations in school, both among peers and with the teachers. What can the circulation of letters tell us about the ways of being in school? What does it say to us about the ways of living in school? How does it relate to schooling experiences, to teenage socialization/sociability? I propose to problematize some of these questions, considering the field work and some conceptual contributions that allow new approaches to the subject matter. [ABSTRACT FROM AUTHOR]

The presentation of this paper has two fundamental purposes: First, to develop and discuss a series of theoretical-conceptual problems that are present at the moment of understanding and delimiting different pedagogic spaces directly linked to work training in rural social spaces (Cragnolino, 2008); second, to share some of the progress made on research refering to the understanding of this pedagogic spaces, to the literacy trajectories within them; and to the identities/laboral distinctions that resulted from that process, in three generations of farming workers from two rural towns in the province of San Juan. Regarding the first part of the paper, it's worth pointing out that theoretical reflection comes from an interdisciplinary dialog that has its origin and foundation in the diverse training of its authors. In this way, a series of categories that come from ethnographic education with a heavy socio-anthropological influence (epistemologically founded in genetic structuralism) i.e.: rural social space, identity/distinction, cultural discontinuities, etc; are complemented with notions and theoretical propositions mostly linked to Education History and, within this field the theory of school form particularly. In the second part of the paper a series of finds and results from the research are presented. They refer to processes inside the rural social space of identification/laboral distinction, that are anchored in a diversity of pedagogic spaces (linked to the work training) constituted inside the rural education field. [ABSTRACT FROM AUTHOR]

This paper is framed in an UBACYT research project which we have developed in the "Teaching Practices" course of the Sociology Teacher Training Program of the UBA (University of Buenos Aires). We aimed at identifying the factors that can recurrently pose obstacles to this process, starting from the questioning and acknowledgement of Sociology categories, and, at the same time, analyze the teaching strategies that play as facilitators of this task, through the retrospective reconstruction of several teacher practices. This paper is an advance of the above mentioned project and presents provisional results of the second stage of this research, m which we have analyzed the obstacles in the construction of social thinking identified from the perceptions of our practicing students, and the didactic strategies that were implemented and facilitated the overcoming of these difficulties. [ABSTRACT FROM AUTHOR]

This paper presents the preliminary outcomes of a long-term research project on legal education at the University. The analysis focuses on the reforms made in the judiciary of the province of Cordoba and the challenges they pose to the legal training of future lawyers at the University. In this paper we analyze only one of these reforms: the system of staff members for the criminal court of the City of Cordoba selection introduced by the province High Court. Considering the opinions of the core actors of the judiciary affected by these measures, we comment on their evaluation of the how the legal training they received at the University prepared them for the demands posed by the new system of selection. We also reflect upon the future perspectives the new context poses to the institutions of higher education, in terms of professional training in the field of law. We worked on the basis of a qualitative research, which included an analysis of the norms that regulate the reforms, and the opinions of the professionals affected by them. [ABSTRACT FROM AUTHOR]

This paper releases the development of a qualitative research with the methodological resources of a Didactical Engineering to study the case of two groups of math teachers of the Mexican pre-University level that work with disadvantaged youth (indigenous or from the Mexico City impoverished neighbourhoods). The assumption of the research is establishing didactic conditionings to support actualization processes for teachers, which first of all look for reflections on the uses and Junctions of mathematical knowledge. Secondly, this paper intends that the teachers' transit through the learning spaces provides them with tools to modify their teaching practice, which they acknowledge as underachieving. This paper, through an illustrative example, releases the analytical advances on the research on the teaching staff that works with urban marginal populations. With this we strive to open discussion and reflection spaces about the scope and limitations of the mathematical knowledge when this is taught with the formality and rigor that characterize the discipline. [ABSTRACT FROM AUTHOR]

This paper is framed in a Ph. D. Thesis titled "The role of the teacher in didactic situations that pose ruptures between arithmetic practices and algebraic practices". The thesis project aims at producing knowledge about the role of the teacher in the emergence of new ideas in the context of didactic situations that involve aspects of algebraic practice and confront the student with ruptures in his arithmetical practices. In this paper we are interested in focusing in the analysis of a part of the classroom register. In this analysis we try to interpret the senses that are played around the idea of "formula" in the part of the class destined to the sharing of results, in which the teacher organizes a discussion about the resolutions to a problem. [ABSTRACT FROM AUTHOR]

This paper aims at researching on the use and value of the class observation registry in the context of continuous teacher training. In order to do so, we have acquired experience in training teachers in service which we will consider as a "reference case": The "Specialization in Language and Literature Didactics", a training process carried out in Tandil between 1999 and 2002 in the context of an agreement between the City Hall of Tandil and the Universidad Nacional del Centro de la Provincia de Buenos Aires. This paper releases some advances on one of the sources of information: the semi-structured interviews conducted on teachers that finished the continuous training process, as well as those who abandoned it. On one hand, it is interesting to orient reflections towards the conditions under which teachers consider that the use of class observation registers promotes meaningful learning, and, on the other hand, towards the subsequent relation with the class observational registry, fundamentally in the teachers that abandoned the training process. [ABSTRACT FROM AUTHOR]

The goal of this paper is showing some perspectives and debates in the educational field. First of all, some hypothesis regarding the general theoretical methodological perspectives consolidated in the last decades will be commented. Secondly, certain particular work lines that are privileged to be problematized and discussed due to its relevance in the educational field will be shown. This paper is crossed by the need to think and discuss those arguments that allow us to help the public school and, most importantly, with the sense of schooling for children and youth living in difficult situations. [ABSTRACT FROM AUTHOR]

This paper presents theoretical and methodological aspects of a current doctorate sub-project referred to the psycho-social processes involved in the construction of demands by youngster and adult education (EDJA in Spanish). It belongs to a framework project which analyzes factors and processes that takes into account the situation of the demand of EDJA in popular sectors of Buenos Aires City (Dir.: Sirvent) that has diagnosed a situation of deep educational poverty and the validity of the principle of accumulative advance in education. The paper presents some analysis categories integrative axis. It emphasizes in one of these axis, centered in the educational trajectory, starting from a life story taken as a case study that allows us to understand the development of the construction of demands processes in the dialectical interplay among the schooling, the EDJA and the social learning, considering the subject in their integrity and in their vital, family and socio-historical context. There are educational lacks which accumulate and feed each other, causing exclusions and configuring inhibiting psycho-social aspects. However, the dynamics of the stimulating learning are also observed. Our future work aims to combine investigation and intervention on these problems through participative instances of collective construction of knowledge. [ABSTRACT FROM AUTHOR]

The paper takes up issues exposed in previous papers elaborated by this team, related to the need of "denaturalizing" social and analytical categories to pluralize the perspective in accordance with a reality that overflows available concepts and to go beyond the instituted universal categories. It therefore states the need to question common sense categories produced in institutions oriented to watch the childhood process since these categories establish senses and construct symbolic places in which the subjects can or cannot be located. The paper aims to question different conditions and local processes, places of production of critical links in order to find institutional interstices sensitive to allow to possible interventions. There are six reports which allow analyzing several fieldworks in which configure the experience of being a boy, a girl or a teenager is configured. Besides they account for different ways in which adults are affected by social processes and for the subjective positions that they construct in opposition to their children and pupils, in their thoughts and their practices, in their absences and presences, and everyday life decisions and interventions of different orders. [ABSTRACT FROM AUTHOR]

From a social-anthropological approach, this paper presents advances of a research about emotions, feelings and sexuality in highschool institutions. This paper analyzes opens to new analyse lines on the school role in new school scenarios. Some traces about maternity and pregnancy in `student cases' help setting foot on a debate about how school stands and which answers it is able to provide. At present processes of strong changes in social relationship, institutional ad hoc answers, school contention demands and the retreat of the state seam to model daily school performance. [ABSTRACT FROM AUTHOR]

This paper is contextualized by studies carried by the research team that has analyzed the educative policies in the Province of Cordoba since 1996, focusing the medium level of the educative system. On the undergoing investigation, we intend to move forward to a theoretical synthesis (based on the results of researches and essays) about the change in the educative institutions. In this theoretical framework the research wants to analyze some educative policies posterior to the province government reform directed to regulate secondary school education. The objective is to try advance on the conditions, obstacles, restrictions and potentialities that the educative state regulations have, in order to produce changes in the school institution. The objective is also to observe the possibilities of policy makers to understand the sustainability conditions of the induced innovations. This paper is, on one side, an exposition of the theoretical methodological perspective adopted for the study of the innovations that would be verifying in the secondary school and, on the other side, a synthesis regarding the positions that some researchers hold on the relations between the state educative policies and the change in the schools. [ABSTRACT FROM AUTHOR]

The following paper approaches aspects of the role of theory in our times and especially in education research. This papers proposition is to make a denunciation and formulate a criticism. The denounce: knowledge and science are threatened, especially human and social sciences. The criticism: The context of epistemological skepticism and ontological relativism adequately compromise the capacity that sciences have to overcome their own antinomies both in the explicative plane and the practical facing of its problems. As we will see, from my point of view, this fact leads to an impoverishment of knowledge activity. This also shows us that the victory of the right wing in philosophy, science and society is not due only to the mere fact of attaining success in the political dominion; underneath the appearance of a new realism, the right wing took over the concept of reality and realism. [ABSTRACT FROM AUTHOR]

The aim of this paper is to think about epistemological issues raised by psychological research on education, particularly those related to children and scholar construction of knowledge during developmental and learning processes. The "neutral" approach of psychological research about this area has been criticised by critical pedagogues. Mainly the occultation of relationships between psychological theories and educative practices has been questioned, specifically the legitimating role of the formers about the medical and pedagogical practices. This paper discuss the exclusive role sometimes devoted to normative character of psychology and tries to recuperate the possibility of objective construction of psychological knowledge. This will be based on epistemological criticism to social conditions of research, beside the philosophical, ontological and epistemological underpinnings which framed the election of research objects and methodology. Even more, this work addresses the imprecision of concepts produced by researchers. According to us, some of these considerations are valid to other disciplinary studies about education, as sociology, anthropology, and even didactical and curricular research. [ABSTRACT FROM AUTHOR]

The professorship in Social Communication began to be part of the FACSO's academic offer in the year 1996. Until that moment, and since its foundation, the institution's mission seemed to be the formation of professionals with a high profile on research. Therefore, the graduates from the Social Communication Degree and the Anthropology -Social and Archaeological- Degree had been, for years, the professionals that FACSO formed and inserted into society. Given the structural transformations that took place during the '90s, universities were told to enlarge their academic offer and to shorten the length of the careers. This was a macro directive that converged with another micro one: the opportunity to form thoughtful and critical professionals of education who were committed with the educational task. In this context arises the professorship in Social Communication and, along with it, an educational career in an institution that had no background tradition in this scope. The goals of this paper are the incorporation into professional life of the graduates of this educational career and the complex scheme of processes and articulations that such a task assumed. We seek to focus on the articulation between the world of the particular everyday life of the subject and the daily activities of the institution in which he/she goes into. Our purpose is to inquire about which and how are the continuities and ruptures with the initial formation that can be noticed in this articulation. Thus, and focusing on the particularities that pose the new graduates from FACSO, the starting point of this paper lies in visualizing the moment of being incorporated into professional life as the interstice in which graduates build up their identity as teachers; hence the importance that is given to this particular moment that will take our attention. [ABSTRACT FROM AUTHOR]

In this paper we seek to understand the ways in which young people of the lowers classes use and assimilate these digital resources in public schools in the city of Cordoba. We search into this aspect because we believe that these practices, which are part of everyday schooling process- somehow compete and/or produce strains with respect to the traditions and established institutional regularities that had set in the course of time. In this sense, we wonder if they are shaping new ways of being young and student in the secondary schools. We are interested in thinking about the tension between "being young" and "being a student" from a sociocultural perspective (Reguillo; 2000) understanding the relationship of young people with institutions as something which is dynamic and complex, and not only as a dichotomous pair. This view allows us to see that students are capable of being active actors, who assimilate in multiple manners the different cultural resources available in schools, and that these ways of assimilating them, often recreate their condition of being young, so that they represent emerging modes of dwelling at school. The analysis set forth here is the result of an ethnographic work in two schools of a lower class district of the city of Córdoba. [ABSTRACT FROM AUTHOR]

This paper presents the results of two research projects from the Department of Literature Didactics and Teaching Practices, University of Buenos Aires. The aim was to analyze the effect of students' pieces of writing prior to and after their pedagogical teacher training, according to the processes of appropriation of knowledge in respect to teaching as a practice. Secondly, we studied the ways in which students incorporate nuclear concepts and theories of the field through imagination slogans that make them think, at once, about their own pedagogical practices. The corpus, consisting of texts produced by students, exhibits - according to our investigation - a change in the representations on the role of writing in college. This could have a positive impact when implementing written production in Middle and High School by these future teachers. [ABSTRACT FROM AUTHOR]

This paper, which is just part of a larger project that explores "the didactic transposition of processes of argumentative discourse to the school setting" (Giménez et al., 2010-2011) will deepen one of the aspects related to the macroability of comprehension but, more specifically, with regard to a level of critical interpretation of social discourse. We know that seen in a psychological perspective, in the process of understanding a text the reader attends unconsciously its overall meaning, whereas lower linguistic levels only get their full attention when grasping that meaning (Goodman, 2002) becomes difficult. However, because of the emphasis on the communicative approach within the teaching of language, both curriculum and teaching proposals sometimes fail to take into account the fact that for a full understanding of a text, including access to its full pragmatic sense within an ideological discursive context-as the training of critical readers is intended- it is required to return to the minimal constituents of the text which is being read in order that reading it may become a critical analysis and interpretation of its content. This lack reappears in the publishers' editorial proposals for the Secondary School a long as the lower linguistic levels -lexical-semantic, syntactic and morphological- continue to be approached, but still disconnected from any discursive aspect of speech, properly speaking. Thus, reading comprehension is presented as a simple matter of recognizing and surveying general structures or schemes of the texts under scrutiny, with the result that the study of "language" is not integrated to the interpretation of the social uses of language in actual speech. We illustrate these observations of our research by analyzing one of the textbooks that we have used, and applying categories such as subjetivema, transformations, and presuppositions, within the conceptual framework provided by the Critical Discourse Analysis and Critical Linguistics (Van Dijk, 1999; Fowler-Kress, 1993; Fowler et al., 1979; Wodak-Meyer, 2003). [ABSTRACT FROM AUTHOR]

We present in this paper advances research problems related to the issue of writing in academic and especially in the field of teacher training. It starts from the idea of the power that recognizes the writing on the learning processes and practices and highlights the need to explore in a variety of fiction and non-fiction for addressing complex teacher education practices in the university. It makes references to possible genres that are working in training practices in the field of special educational lecture and teaching practices (UBA) and presents and analyzes a text produced by a student where it is possible to recognize the theoretical productivity assessment of unconventional scripts. [ABSTRACT FROM AUTHOR]

This work is part of a larger project called Rationale speeches and didactic transposition. A study through textbooks and has endorsement and subsidy from the Ministry of Science and Technology, National University of Cordoba. This paper articulates some of the conclusions reached in the study and exploration of one of the axes that structure the framework project: the study of the tension between textual insight and perspective in the didactic discourse argumentative text. The intention is to investigate what the specific weight it occupies, in the slogans of textbooks that address the teaching of argument, what about the discursive language: it is proposed to consider what is the trend in the theoretical formulations and proposed activities by hand between considering the argument as a textual structure, defined in terms of certain 'brands' visible at surface level (nature or structure of sentences, rhetorical figures and formal characteristics of specific genres, etc.) or as discursive function that cuts across all communication practices is argued as the 'big macro speech act' in which fits all say. [ABSTRACT FROM AUTHOR]

This paper offers an account of an ongoing investigation of the Institute of Higher Education "Dr. Domingo Cabred" of Cordoba, approved through a contest by the program "To know to influence teaching practices 2011", promoted by the INFD, Ministry of Education, Science and Technology of the Nation. The research is conducted by a team of three teachers, one associate, and two students of this institution, which is positioned as an educational and social point of reference in the field, and its graduates have historically had strong demand in the field of special education, as well as in the integration proposals for common schools. This project aims to identify the job skills that students who graduate from the Faculty of Special Education, trained for dealing with students with impaired hearing and deafness, need for their future professional performance. As teachers in these training courses we are concerned with learning how these students, after the first two years of their graduation, are able to get incorporated into their specific labor area. The research results will enable us to have a better look at the processes of internal training in order to analyze the pedagogical training proposal, and its relationship with the graduates' chances of inclusion in their professional field. The research design is based on a descriptive, exploratory, and comparative study, using a qualitative approach. [ABSTRACT FROM AUTHOR]

The paper is part of research work of the authors in the framework of the UNC Secyt Liliana Aguiar directed and co-directed Susana Ferreyra and which addresses the teaching and training of teachers in higher education history. In this process addresses some looks compared on public policies related to higher education in Argentina and Brazil with emphasis on the changes in the laws of both countries that account for new positions in relation to the training of their teachers. [ABSTRACT FROM AUTHOR]

This work comprises of the doctoral thesis project of the author. One sets out to tie the norm, that expresses a new conception formativa trajectory and of the conduction of the training institutions, with the practices of institutional government (restricted to the scope of the design and implementation of Entrance in ISFD of the Pcia of Buenos Aires). The conception of formativa trajectory makes responsible to the training institutions of the process of institutional connection. We understand as well that this happens in a context in which a form of government is promoted based on the abilities of conduction of the directive equipment. The government practices show the presence of tie elements the gerenciamiento and the self-government. The institutions face situations that they have to be solved according to an assumption frame of autonomy and internal democracy, but that in the practices shows little spaces of deliberation. For this paper nonparticipant observations were made, individual and collective interviews to tie professors to the factories of entrance of the years 2012 and 2013 and exploration of the tie norm to the entrance. [ABSTRACT FROM AUTHOR]

This paper investigates the evaluation device of learning which regulates school discipline. It seeks to understand the hallmarks of both devices, their overlaps, differences and eventual autonomy, in the transition from primary to secondary level. Here we analyze two first year courses, which are located in a semi-rural area. An IPEM and its Annex, which only has a basic cycle. The disciplinary experiences focused on logical democratic models, such as the school board council of coexistence, are scarce in most students, entering first year. Many come from other schools and repeaters make up almost half of the courses. This has an impact on the organizational arrangements of pupils that merits further setting the secondary processes. At the same time, we note that in the first year is increasing the use of "concept notes" that evaluate moral issues. These numerical grades on subjective judgments translate teachers's cualifications, and at the same time integrated with other, become on a final note of the quarter, that is so much instructional as regulative. Another device which suspends the evaluation of content, and places in the center of the discussion the evaluating use of curriculum areas, its functions, possibilities and limits, is the school board council of coexistence. In this space intergenerational and horizontal subjects develop identification processes and institutional affiliation. Thus, the School Board council constitutes a form of regulation order in school, as well as discipline in subjects and social discipline, this also develops in tension with other regulatory orders that become visible in the interactions in the classroom. [ABSTRACT FROM AUTHOR]

The paper presents results of a research project developed in 2010-2012 focused on analyzing the role that managers on how schools are managed, their institutional projects and changes to secondary education launched by the authorities provincial and national education after the passage of the national Education Act. We describe the perception of a group of public secondary school principals, with different levels of performance on the management of projects in their schools, particularly those from ministerial levels. The theoretical framework of the work is part of the concept of Basil Bernstein code, through which it is possible to interpret the meanings of the projects and how they translate into the daily actions of the directors. The results show that schools with higher levels of performance have more clarity on the proposed ministerial and positively valued. In the majority of cases, the managers interviewed perceive the policy framework as a network difficult to understand and warn difficulty articulating the management of administrative and budgetary aspects of the project with its pedagogical dimensions. [ABSTRACT FROM AUTHOR]

The province of Córdoba has generated a new curricular proposal for the mid-level which recognizes the need for changes in teaching practices and evaluation as objectives, in order to promote better learning of students. Certain possibilities of changes in teaching practices and student performance are conditioned by the perception that teachers themselves have of them. Based on the conceptual framework of Basil Bernstein's theory we set forth the hypothesis that in each school institution the curriculum which crystallizes will actually obtain according to the ways in which teachers recognize, interpret, and accept the education code that regulates and is expressed in the official pedagogic discourse. The attitudes of teachers with regard to the official proposal may vary from totally agreeing to totally disagreeing with it and this variation rests on factors related to their history, experience, and professional identity. We can thus identify profiles of teachers who are more in favor more / less in favor of the proposed curriculum. In this paper we provide an analysis of such profiles. Data were obtained from 117 teachers of basic cycle, when they answered to a questionnaire designed ad hoc. We identify the characteristics of teachers who accompany their positioning and discuss what was found by us. [ABSTRACT FROM AUTHOR]

The present paper derives from a doctoral thesis project now under way centered on the senses that the youth build around the high school. The inquiry was carried out by contrasting two populations of young students schooled in dissimilar conditions of sense building. In this report we will dig into the analysis of a problematic nucleus that goes through the senses built by the different juvenile populations: the high school like space-time of sociability. By considering the meanings that it takes on in the eyes of one of these populations, we will examine how young students highlight different things they learn as the result of learning processes that take place at the high school within the framework of their relationships with partners and friends and help them to cope with their present experiences of life and those ones anticipated as possible events, e.g.: to lessen experiences of life hardships and confront risks [ABSTRACT FROM AUTHOR]

In this paper we present the results of a doctoral research focused on the reconstruction and understanding of the perspective of young people and educators about the conflicts in the relations among secondary school students. Its objective is to investigate which are the relational practices and critical incidents in juvenile sociability, and which are the senses of everyday interpretation of conflict in such relations by young people and educators. The methodological strategy is qualitative, guided by the grounded theory with a flexible research design that includes instances of observation, interview and discussion groups with young people, teachers and school authorities. The field work was conducted during 2010 and 2011 in two schools in the city of Cordoba (Argentina) which belong to a different type of management -private and state- and social origin of their students - upper middle class and popular sectors, respectively. This communication is centered on one of the emergent categories of analysis of the data relating to set forth stigmatizing and discriminatory processes between young people, which are analyzed as conflicts built inside the group that express disputes for personal and social recognition. It is argued that these disputes belong to the sociability of school youths in urban contexts being part of the scholar experience in a scenario of tensions between social fragmentation and inclusive education [ABSTRACT FROM AUTHOR]

This paper presents developments in doctoral research registered in the Doctorate in Social Studies of Latin America of the Center for Advanced Studies at National University of Cordoba. Continues and deepens a line of investigation that began in the 1990s with teachers of primary schools in two locations in the interior of the province of Neuquén, Patagonia Argentina: Plaza Huincul and Cutral-Co. We are dealing with the transformations in the day school and family of the women from the analysis of their life trajectories in the time of the privatization of Yacimientos Petrolíferos Fiscales (YPF). The work we present tries to reflect on the continuities and mutations operated in the idea of protection in both vision and principle of division of the world (Bourdieu, 1991) historically built in the region, with particular attention to the implications that the educational policies of the years 90 had in local context [ABSTRACT FROM AUTHOR]

Share some progress o previews research, developed under the research project: Possibilities, obstacles and alternatives to knowledge transmission in a University (2012-2013), CIFFyH-UNC, has been the objetive of this paper. The transmission and teaching of the recent past in Argentina, has been as a subject that appeals strongly to the pedagogy, especially in the last twenty years. However, has been a phenomenon more systematically studied in recent times in our region, but where the Pedagogy as a discipline has had a place somewhat diffuse. In this regard, has been interesting to retrieve experiences and training practices, didactic productions, production of materials, that can distinguish some of the problems and difficulties in the transmission and teaching of the recent past, and the possibility that the Pedagogy overcome this to stimulate alternatives to the teaching approach [ABSTRACT FROM AUTHOR]

The present paper is intended to systematize a series of reflections shared with some fellow teachers of Collegium, a Center of Education and of Musical Investigation in the city of Córdoba, within the framework of a university extension project aimed at the formulation of strategies for dealing with the sexual education of adolescents at the basic cycle and the oriented cycle of this educational establishment. In the first section we put forward, closely following Morgade (2006), an approach to the various available focuses on the question of integral sexual education, particularly stressing the gender perspective to which this author gives preeminence. In the second section, to a habitual way of coping with the problem of sexu- al education -to wit, as promotion of care- we oppose another conception whose kernel is the building of a critical agency. In the third section, we finally make it explicit the sense in which we understand that a proposal of integral sexual education should be framed in terms of an ethics of singularity. [ABSTRACT FROM AUTHOR]