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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]

This paper is intended to analyse teaching practices in the 7th Grade, EGB Cycle, and to suggest clues for the reformulation of teaching and learning strategies to improve the learning quality in handicapped social groups. Suggesting teaching and learning strategies towards this objective involves taking into account the diversity in terms of personal and cultural differences. If the ways of thinking, feeling and behaving of the different social groups are not considered, it will be difficult for those from diverse cultural environment to share and develop significant learning processes. In this way, the strategies to change teaching practices should involve a more integrated perspective which makes up for the segmentation it implies. Thus, it is necessary to consider relatively autonomous institutional spaces which are present in the way of operating a socio-cognitive diagnosis, in the curriculum as a scenario of contradictions and how teachers carry it out as well as its relationship with the community context. [ABSTRACT FROM AUTHOR]