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Questions about language and its teaching occupy a special place in the pedagogical press, since this was a central aspect in school and in teacher training by legal mandate (Ezpeleta Aguilar, 2015: 159). Specifically, in the case of grammar, the periodical pages host both theoretical articles on the language, as well as didactic works with an eminently practical approach, debates on specific grammatical aspects, reviews of grammatical works, etc. All this makes the educational press a material of great relevance to know in depth the development of grammatical ideas. In this paper, we approach the linguistic ideas present in one of the lasting periodical publications of the specialized press, the newspaper El Magisterio Español (founded in 1867), during its first decades of existence and, especially, in the period 1871-1880 dominated by the presence of Fernando Gómez de Salazar. [ABSTRACT FROM AUTHOR]

Within the framework of the highly professionalized standards of the academy, with its rankings and scientific productivity, humanities subsist. A possible explanationof this phenomenonis that, according to Social Ontology, desire-independent reasons for action are the key in contexts of education, and of humanities. In this paper, I examine how the market forces, which favor individualism and competition, creates tension between desires and obligations. As I argue here, in market contextsactions that satisfy desires are more valued than the theorization about collective intentionality and its product: the human civilization. [ABSTRACT FROM AUTHOR]

This paper compares two normative theories of education in Chile, one centered in the republican tradition, mainly in the XIX and partly in the XXth century, and the other imposed by the military dictatorship and who uses the market freedom and the market efficiency as justificatory devices. The republican theory argues in favor of a central role of the state in the design of a public, universal, obligatory and tuitionless educational system, understood as essential to the formation of citizens in common and to the construction of an egalitarian society. One can think of education, in this perspective, as a common property, a public good of which nobody can, in principle be excluded. To the market theory, education is conceived as a consumer good -or, in another version, as an investment- who means high rates of return to individual users and for that reason must be paid by them. From another perspective, a private system of education is justified in terms of the freedom to offer educational goods in the market, and the freedom to choose this goods by theconsumers. In Chile an educational system very similar to the republican one, has existed till 1973. This system has had a relatively peaceful coexistence with private education in all levels. In current discussions on education, this mixed system is considered a good thing. The paper argues that this coexistence is no more possible with the actual market model who seeks to exclude any other system, which is incompatible with a strong public system of high quality and who points therefore to the destatisation of all education. [ABSTRACT FROM AUTHOR]

The paper focuses on the emergence of a new religious-ethnic educational stream in Israel, Maayan Hachinuch Hatorani, ("The Wellspring of Torah Education"). It was founded in 1984 and is controlled by the leadership of Shas, a movement of religious renewal and Sephardic-Oriental identity. Discriminatory policies, implemented by the ultra-Orthodox Ashkenazi establishment, brought the leaders of the Shas movement to initiate a new system capable of responding to the hardship of a marginalized population. Shas schools, functioning within and being supported by the Ministry of Education, also became socializing agents for children and parents that were far from religious lifestyle. Thus, through the creation of strategies for the transmission of knowledge and behavior, the new stream challenges the secular national project, and contributes to the formation of a new cultural sphere. In this paper we explore how a religious movement embraces education to foster social mobilization and group solidarity. The research is an ethnographic study that was conducted between 2000-2005 in three cities in Israel. By transforming cultural boundaries and institutionalizing norms that contradict in some respects the principles underlying the relationship between government and mass schooling, Shas's education systems contributes to forge an Ultra-Orthodox Israeli Judaism based on an ethnic type of primordial identity. The case contributes to understand the challenges that religion holds to modern systems of education and to analyze new developments in Judaism. [ABSTRACT FROM AUTHOR]

Castilian grammar became a teaching discipline in Spain and Latin America in 1813, when its study was generalized; before that, Latin grammar was mandatory. This paper aims at making a structural and content analysis of the text Brevísimas nociones de Analogía Castellana (1891) taking into account the context of the teaching of this discipline in Cuba. The book was edited in Santiago de Cuba in 1891 by Julio Severiano Hernández y García, "Full Professor of incomplete teaching" and Director of the private college San Severiano; the book follows the peculiarities of the manuals of that time, but it also stands out, unlike others, by the use of example belonging to the colloquial level in the language of the region at the time. [ABSTRACT FROM AUTHOR]

On this work we will review some of the first revealed strategies by the Pewenche groups of Alto Bío Bío to adapt to the reductional situation, characterized for the asymmetric relation between this groups with the Chilean major society, becoming an ethnic group or native group (indigenous community). In this paper it will be characterized and exhibited both intragroup and extragroup interaction levels. [ABSTRACT FROM AUTHOR]

This paper analyzes the dilemma of whether or not to use adaptations of literary texts as pedagogical resources in EFL teaching at the secondary level. This presentation stems from a theoretical framework, which describes some of the various forms of rewriting and analyzes, from both a social and literary perspective, the most frequently used mechanisms of adaptation; as well as the informative function it plays in the field of education. In particular, this work takes Genette's, Soriano's and Lefevere's contributions. Secondly, it shows the results of a survey to a group of teachers on the place of literature in their classes and the reasons for that place. The results of the survey led to a debate initiated at the forum of the International Association of Teachers of English as a Foreign Language on adapting or not literary texts for their use in the EFL class. The conclusion proposes breaking with the elitism based on the supposed quality of readings and comes up with the using of adaptations as the possible starting point of the path towards reading the original text. [ABSTRACT FROM AUTHOR]

In the Modernity there was formed an idea of the body centred on the regulation of the life of the population (bios) and on the "disciplinamiento" of the body of the individuals (biopoder). In the beginning of the 20th century in Argentine, in the context of the "social question", one appealed to the representations concerning the idea of the social body and of the body of the individuals. To the body of the Nation he imagined it under the notions of disease and health, integration and exclusion. Since then, the metaphors of the social body have not stopped being present in the rhetoric of the national discourse in different contexts. This paper study the diffusion and intervention of the medical speech (hygienist and eugenista) in the school institution by the intention of acting on the body of the small students to the effects of moralizing his behaviors and of guaranteeing an integral formation that was preserving his physical and intellectual health while they were estimated as the civil futures of the republic. [ABSTRACT FROM AUTHOR]

The aim of my paper is to make a balance in the rural school historiography in Mexico, and through it, dialogue with those made in other Latin American countries. Instead of trying to have a joint vision of rural educational development in Latin America through a supposed progress, what really interests is to go beyond national barriers with the purpose of generating a debate about the heterogeneity of different local realities and theoretical-methodological perspectives. [ABSTRACT FROM AUTHOR]

The aim of this paper is to approach from a variationist point of view a specific type of discursive markers in spoken Spanish in Santiago de Chile: interrogative markers of contact control. For this purpose, we identified the particles that perform that function in a sample of 54 interviews that make up the PRESEEA Sociolinguistic Corpus in Santiago, Chile were. On the one hand, we analyzed the behavior of such markers in the variety of Chilean Spanish indicated above and, on the other hand, we established their distribution in a socially stratified sample of Santiago speakers. For the study of these particles, we applied Briz (2001), Martin Zorraquino and Portolés (1999) and Portolés (2001) concepts and classifications of discourse markers, and the suggestions of Cortes (1988) for quantitative analysis. The analysis considered the «interrogative marker of contact control» as a sociolinguistic variable with one or more values or variants (markers). Consequently, socio-demographic factors were correlated with the subjects' use of such markers. Thus, based on the functional-pragmatic commutability of the discourse markers found in the interviews we carried out a quantitative analysis according to the variables age, sex, gender and educational level of the interviewees. [ABSTRACT FROM AUTHOR]

This paper is a reflection about the discrimination we exert through language in different cultures. Most of the time, we do not realise of that situation because many of these linguistic facts seem to be normal for us due to, among many other reasons, the acceptance of the grammar rules. There are some references to the differences of usage of daily words and their connotations, and some suggestions are given in order to change the usage of certain structures to make language more inclusive. Finally, there is an invitation to think over the possibility of change of attitude to finish with such expressions. [ABSTRACT FROM AUTHOR]