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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]

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]

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]

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]

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]