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The forms in which Environmental Education (EE) is included in the curriculum are a long-standing concern in the Latin American didactic field. In this paper we analyse the current curricular designs for the Basic Secondary School in the province of Buenos Aires, Argentina. Although in hierarchically superior regulations (Provincial Education Law and General Framework of Curricular Policy), EE is based on critical and ethnographic perspectives, it has an uneven transversal presence in the curricular designs. Some subjects present an empty EE curriculum, while others show fragmentary and contradictory perspectives. Only in Social Sciences, Geography and Citizenship Building is there a critical and ethnographic vision, linked to contemporary environmental conflicts. From Geography we recovered the experiential dimension and the enjoyment of the environment as a contribution to the pedagogies of environmental conflict and to the ongoing implementation the new national EE regulations. [ABSTRACT FROM AUTHOR]

This paper analyzes the curricular transformations of the Adult Secondary Education (ASE) in Argentina, from 1968 to the present. A documentary analysis of (N = 32) official texts provided by the Ministry of Education and an inductive characterization is carried out, allowing the identification and description of four stages characterized by strong political, social and economic changes. Each stage describes the ESA's institutional objectives, the target population, the social and economic context, and its differences with other stages. The results indicate that at the beginning (stage 1), ASE was proposed to develop comprehensive adult education, based on the analysis of the adult students' needs. Curricular transformations, as a result of laws such as state reform and the transfer of education services to jurisdictions and the National Education Law, led the ASE to assume new responsibilities away from the purposes which it was created for. [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]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]