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The article has the objective of reconstructing the different conceptualizations about the knowledge of work in Argentina, in recent times. The methodological design adopted is of a qualitative-descriptive type that develops a bibliographic and documentary review, aimed at finding relationships and meanings between different conceptual and legislative contributions on the subject, from the 1990s to the present. The conclusions indicate that the idea of knowledge for work is not neutral, rather, it implies understanding it in connection with social, political and economic dimensions, within the framework of certain education models. [ABSTRACT FROM AUTHOR]

This article analyzes the link between education and work in Argentina's automotive industry. It studies the evolution of occupational dynamics, based on the characterization of educational profiles deployed in various labor segments from 2006 to 2019. The article sustains that professional training offers spaces for acquiring and/or updating knowledge in a diversified system, with representative actors involved in the institutional mechanisms of education and work. Based on documentary analysis and the processing of secondary statistical data from official sources, the conclusions support the pertinence of institutional participation and mechanisms for defining the link between education and work, in which the development of professional training is central. [ABSTRACT FROM AUTHOR]

This article analyzes the academic and employment trajectories of Uruguayans with doctoral degrees in the social sciences and humanities, based on information from the First Census of Doctoral Degrees in Uruguay, carried out in 2017. The Uruguayan case combines the delayed development of graduate study with high rates of emigration. The project explores contextual, institutional, and occupational aspects. The results indicate that 90% of the respondents in the areas of interest earned their degree abroad, and that 70% reside in Uruguay. The proportion of females has increased significantly in recent generations. Unemployment is low and most work in academic institutions. In some disciplines, professional performance is more extensive, while the humanities face serious difficulties in the availability of fulltime work in research institutions. The differences are reflected in reported job satisfaction. [ABSTRACT FROM AUTHOR]

El articulo discute la formación e inserción de personas doctorados en ciencias sociales y humanas en América Latina. El articulo también se centra en el escenario social y educativo reconfigurado a partir de la pandemia de la covid-19. e programas doctorales la diversificación de formatos de las ofertas formativas y o espacios pedagógicos de formación en investigación .

The meanings attributed by young people to high school and work have been studied separately by the sociology of education. The article shows a way of analyzing the way in which these meanings are articulated. The research on the significant activity of the students was based on comprehensive sociology and social phenomenology, using the category of "cultural models" -appropriate of cognitive anthropology-as an analytical tool. From a qualitative perspective, the research is based on semi-structured interviews and questionnaires with open questions, to young men and women between 15 and 19 years old, high school students, based in localities of a rural-urban transition in the León-Silao Metropolitan Area, Guanajuato, in central Mexico. As a result, the analysis of two cultural models is exposed, one on work and the other on baccalaureate studies, which organize various meanings in a plot that can be circular: study to achieve a professional job and work to pay the costs of doing a university degree; models that are nuanced by the gender condition of young people. [ABSTRACT FROM AUTHOR]

The work presented here proposes a theoretical and historical reflection of the socio-scientific controversies posed as problematizing situations that have become an effective tool in the teaching of sciences, since they allow the development of argumentative processes, the development of thought critical, conceptions more in line with science and scientific activity and allows use of history and philosophy. In this sense, readers will find a brief historical account of the origin of socio-scientific controversies and a proposal to work on Education in Renewable Energy. [ABSTRACT FROM AUTHOR]