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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 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 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]

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]

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]

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]

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]

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]

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]

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]

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 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]

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 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]

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 is a qualitative and exploratory investigation which analyzes the nominalization on biology discourse. The beginning of this work is writing and oral production in the first course of a secondary school in a writing and reading workshop. From the texts used in those classrooms, biology discourses were elected to analyze nominalization process, grammar lexical operation or complex grammar metaphor for understanding the implicit procedures. The theoretical frame is the semiotics language approach. The empirical material is constituted by texts of Biology, materials of real use in the classroom, available in school's library, in several volumes. This paper offers, initially, the description of texts, using such examples taken from texts of Biology. Later, it introduces an experience of use for understanding of the grammar complex metaphor, without pretensions of generalization. Finally, it presents some recommendations to the teachers, who often, when they propose texts, forget the place of the reader who must decode highly condensed textual information. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [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]

Internet based communication technologies such as message boards could provide a useful tool for educational purposes by bringing together people with seemingly common interests, and providing a common ground for varied interactions within the virtual community such as exchange of information, resources and advise. As a cultural object (Geertz, 2000), however, these technologies comprise an array of different contexts and significances, often intertwined, that contribute to shape both possibilities and limitations of communication. In this paper, we focused on a message board about the uses of new technologies in education, aiming to analyse whether a common ground knowledge is possible within the virtual community as a kick off for more meaningful collective interactions, and if not, whether there are intrinsic characteristics to the forum that may hinder o diminish such construction, i.e. if all threads in the forum can eventually become a web for educational purposes or, on the contrary if they tend to become a gordian knot. [ABSTRACT FROM AUTHOR]

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

This paper tries to show the political ideological conceptions held by the public education policies in the province of La Pampa between 1984-1996. This period of time is the one beginning with the restoration of democracy and ending with the sanction of the Provincial Law of Education. The eighties were characterized by the reestablishment of institutional order and the attempt to design and establish policies based on the State of Welfare conception. During this period, the search for agreement with the provincial government and the teachers was mediated by the teacher's trade union which obtained historically claimed rights and labour achievements. In the nineties, neoliberal policies and the demands from international organizations give origin to deep changes in the educational system of La Pampa. The trend towards decentralization and the State reform policy account for the structural change implied by a new relationship between State and society. New strategies in the search for support appear; trade unions are no longer the privileged speakers; they have been shifted by the euphemism of «community participation» This analysis tries to trace in the official political discourse evidence of the above mentioned change in the idea of the role of the State in educational matters on the one hand, an on the other, the change in the strategies searching for support. [ABSTRACT FROM AUTHOR]