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For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

This paper presents an analytical aspect of the results of the research project Formative experiences: transmission between generations and educational spaces, referred to the ways of naming what occurred in Argentina during the last civicmilitary dictatorship, the different journeys, trajectories and approaches to the subject. In this paper we introduce the first approach to the analysis of information produced from the implementation of the educational project. We attempt, on a broader sense, to present some provisional insight following questions that guide our research project: What appropriation processes on the memory of the dictatorship are produced in new generations? How do professorship students make sense of the last Argentine civic-military dictatorship? [ABSTRACT FROM AUTHOR]

In this paper, we work about the sense that the concept of inclusion acquired as a guiding principle of educational policies in the context of progressive governments 2003-2010 in Argentina, Uruguay and Brasil. We describe and analyze some educational policy programs aimed at educational inclusion in those countries based on theoretical contributions and political perspectives. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in presenting our ongoing research and findings on the practice of Extended Learning Time (ELT) in a primary school in Cordoba City, Argentina. First, our object of study, the construct of ELT settings, shaped in place and time by the impact of the present Extended Day Policy and Procedures, the appropriation, and the forms acquired by the institutional task. Second, the methology and strategies employed in our field work will be developed in detail. Third, our first findings will be addressed, taking into account the following relevant aspects of the institutionalization process of ELT: the origin of the School Extended Day Program, the framework of time and use of classroom space, the approach and assessment of performed pedagogical tasks (the elaboration of integrated projects, pedagogical pairs classroom tasks and a workshop classroom model). Finally, our analysis and some of the questions that emerged during the process of our investigation will be shared, focusing specifically on the cultural characteristics of our institution that have made possible the realization of this program as well as the effects of the above mentioned policy on the subjects. [ABSTRACT FROM AUTHOR]

This is a preliminary report on a current investigation about the characteristics of the processes of textual production in children who start to read newspapers on the Internet and write news in paper and computer. The goal is to describe and understand the processes of writing, including revisions. This project has the purpose of supporting the access to the written culture at school using ICT's to both to read and write. The research was conducted in three different schools (one in Córdoba city, one in the interior of the province and one in the San Juan city), with volunteers teachers form fourth (2008) and fifth grade (2009) News production activities are proposed to 30 children in every school and similar groups were made up with a previous criterion according to their command of the written language, the computer and the word processor. The groups write, revise and improve their texts with different instruments (pencil and paper/computer) with the purpose of making comparisons. The proposed textual type (Informative news article, news, accounts) is justified according to this characteristics and differences in relation to the short story, used in previous researches. [ABSTRACT FROM AUTHOR]

This paper presents the preliminary outcomes of a long-term research project on legal education at the University. The analysis focuses on the reforms made in the judiciary of the province of Cordoba and the challenges they pose to the legal training of future lawyers at the University. In this paper we analyze only one of these reforms: the system of staff members for the criminal court of the City of Cordoba selection introduced by the province High Court. Considering the opinions of the core actors of the judiciary affected by these measures, we comment on their evaluation of the how the legal training they received at the University prepared them for the demands posed by the new system of selection. We also reflect upon the future perspectives the new context poses to the institutions of higher education, in terms of professional training in the field of law. We worked on the basis of a qualitative research, which included an analysis of the norms that regulate the reforms, and the opinions of the professionals affected by them. [ABSTRACT FROM AUTHOR]

This paper is framed in an UBACYT research project which we have developed in the "Teaching Practices" course of the Sociology Teacher Training Program of the UBA (University of Buenos Aires). We aimed at identifying the factors that can recurrently pose obstacles to this process, starting from the questioning and acknowledgement of Sociology categories, and, at the same time, analyze the teaching strategies that play as facilitators of this task, through the retrospective reconstruction of several teacher practices. This paper is an advance of the above mentioned project and presents provisional results of the second stage of this research, m which we have analyzed the obstacles in the construction of social thinking identified from the perceptions of our practicing students, and the didactic strategies that were implemented and facilitated the overcoming of these difficulties. [ABSTRACT FROM AUTHOR]

This paper aims at researching on the use and value of the class observation registry in the context of continuous teacher training. In order to do so, we have acquired experience in training teachers in service which we will consider as a "reference case": The "Specialization in Language and Literature Didactics", a training process carried out in Tandil between 1999 and 2002 in the context of an agreement between the City Hall of Tandil and the Universidad Nacional del Centro de la Provincia de Buenos Aires. This paper releases some advances on one of the sources of information: the semi-structured interviews conducted on teachers that finished the continuous training process, as well as those who abandoned it. On one hand, it is interesting to orient reflections towards the conditions under which teachers consider that the use of class observation registers promotes meaningful learning, and, on the other hand, towards the subsequent relation with the class observational registry, fundamentally in the teachers that abandoned the training process. [ABSTRACT FROM AUTHOR]

This paper is part of a more comprehensive study in which I focus on teaching practice conflicts in Cordoba during the 90's, in the context of state reforms. Within this framework, on one hand I am interested in showing the real nature of official and pedagogic discourse around the educative reform; on the other hand, to discusse and leave open the possibility of thinking that there was a displacement of logical organization of the business sector to the educative area and also that the use of philosophical assumptions of onhism were being applied to other work areas. This factor had also a great influence on educative sphere as a part of global transformation and in consequence, it influenced national and provincial government discourse around that reform. Finally, this paper aims to suggest deeper analysis to follow on how those discourses were received among teachers, and the individual or collective resistance that they might have generated. This article points to answer three questions: Did the national and provincial government discourse about this educative reform point to change the organization of the teaching job and the teacher's profile? In what sense did they do that? And how did the teachers receive those government interpellations? [ABSTRACT FROM AUTHOR]

This paper presents theoretical and methodological aspects of a current doctorate sub-project referred to the psycho-social processes involved in the construction of demands by youngster and adult education (EDJA in Spanish). It belongs to a framework project which analyzes factors and processes that takes into account the situation of the demand of EDJA in popular sectors of Buenos Aires City (Dir.: Sirvent) that has diagnosed a situation of deep educational poverty and the validity of the principle of accumulative advance in education. The paper presents some analysis categories integrative axis. It emphasizes in one of these axis, centered in the educational trajectory, starting from a life story taken as a case study that allows us to understand the development of the construction of demands processes in the dialectical interplay among the schooling, the EDJA and the social learning, considering the subject in their integrity and in their vital, family and socio-historical context. There are educational lacks which accumulate and feed each other, causing exclusions and configuring inhibiting psycho-social aspects. However, the dynamics of the stimulating learning are also observed. Our future work aims to combine investigation and intervention on these problems through participative instances of collective construction of knowledge. [ABSTRACT FROM AUTHOR]

This paper is contextualized by studies carried by the research team that has analyzed the educative policies in the Province of Cordoba since 1996, focusing the medium level of the educative system. On the undergoing investigation, we intend to move forward to a theoretical synthesis (based on the results of researches and essays) about the change in the educative institutions. In this theoretical framework the research wants to analyze some educative policies posterior to the province government reform directed to regulate secondary school education. The objective is to try advance on the conditions, obstacles, restrictions and potentialities that the educative state regulations have, in order to produce changes in the school institution. The objective is also to observe the possibilities of policy makers to understand the sustainability conditions of the induced innovations. This paper is, on one side, an exposition of the theoretical methodological perspective adopted for the study of the innovations that would be verifying in the secondary school and, on the other side, a synthesis regarding the positions that some researchers hold on the relations between the state educative policies and the change in the schools. [ABSTRACT FROM AUTHOR]

This paper deals with the social representations of teachers who teach history in middle school in the city of Rosario, centering on their teaching practice, their concepts about the discipline they teach, its methodological and cognitive aspects. This allows us to identify stereotypes, beliefs and values that steer the development of their practices. This makes possible its problematization and a critical reflection about the possibility of improving them. The same investigation instrument -the narrative interview- constitutes, at the same time, the first device of intervention: it makes possible an intersubjective encounter in which the subject's career as a teacher is reconstructed. This proposal inaugurates a space that is open to a reflexive thinking, allowing a contextualized understanding of the decisions made in the approach to the practice of teaching history, its limits and possibilities in the middle level of education. It's a preliminary presentation of the final report, following the codifying of the instruments; and it's a first analytical and interpretative approach to the results. [ABSTRACT FROM AUTHOR]

Through this presentation we aspire to show the main results of a research that a group of teachers and researchers of the Department of Investigation and Educational Statistics of the University of Buenos Aires carried out between 2004 and 2008, and set out some teaching concerns that came up in this process, related to the challenge that represents the teaching of the practice of scientific research in the formal framework of university course. The research process that we are referring to, seek to contribute to the theoretical field related to the pedagogy of research training and specifically investigated about the changes of conceptualizations about scientific research in Social Sciences that students of Research and Educational Statistics I are carrying out. This paper is organized in three moments: The presentation of the problematic situation which started the research problem. The description of the student's previous knowledge and final constructions about the scientific research. The development of some answers about student's process of change of scientific research ideas. [ABSTRACT FROM AUTHOR]

This work shows some of the progress made in the investigation "The learning process: between the instituted and the personal stories". Teacher's representations and learning matrices in students from the Teacher Training Institute (IFD) in public Management Technologies of Córdoba Province”; project directed by Cecilia Ziperovich and selected in the Picto-educational call from the Argentinean Ministry of Education and Science, for the years 2008/09. The purposes of our research are focused on continuing the investigation of the socio-pedagogical processes that take place the Institutes of Superior Education (Colleges) to turn them into analytic objects, mainly in the non-university Superior Education. In this Framework we registered the progress of the research process carried out in 2008 about the learning issues of young and adults participants, situated in a peculiar educational context, the only IDF of Technology in the city of Córdoba. Based on previous studies, we anticipated that the learning subject (the student), with whom the teachers coexist, appears -somehow- unknown both in their ways of learning and in their learning stories. In this paper we focused the analysis in the stories about learning that these students carry, their choice of pursuing a teaching degree and how these operated in their learning possibilities. [ABSTRACT FROM AUTHOR]

The fragmented condition of current educational order is a phenomenon that's been studied recently in Argentina. Fragmentation in macro political terms, as an effect of transference of educational services that, from an economic logic didn't recognize the necessary conditions to produce an effective decentralization. A Socio-educational fragmentation expressed in the institutional field with a pronounced social stratification inside schools. Recent social changes are shaping up an idea of the social as a conglomeration of scarcely articulated fragments. Said changes are generating new and deeper social-cultural distances in between the different groups that constitute what once could have been conceived as a "whole". What are the role of political discourse and particularly the role of official discourses in these processes? This paper, starting from an analysis of the official discourse of the province of Córdoba; attempts to show how the official formulations of the educational policy displaced the concept of segmentation from political discourse, generating new meanings for the system and school. [ABSTRACT FROM AUTHOR]

This paper is part of an ongoing research which intends to analyze the experiences of beginner students of the Computer Science Careers of the Faculty of Mathematics, Astronomy and Physics of the Córdoba National University. During the first year of these careers the desertion level is high and there is an important percentage of students who can't past the exams. Using the situated learning theory proposed by Lave and Wenger (Lave, 1988; Lave & Wenger, 1991; Wenger, 1998) we want to describe the learning process that takes place during the encounter between beginner students just arrived to the university and the faculty community itself. We present a preliminary data analysis describing two analytic categories emerged in this first instance: «student- teacher relations and the legitimacies construction» and «identities construction». [ABSTRACT FROM AUTHOR]

This paper is part of the Superior Education Politics: between the Social State crisis and the peak of the Neoliberal State. Teaching, investigation and management in the Argentinean university, research project accredited by the SECAT-UNCPBA and the Incentives National Program 2009/11. The general goal of the project is to identify and describe the configurations of the superior education politics developed in Argentina between the Social State crisis and the Peak of the Neoliberal one, tackling the academic teaching and investigating labour with the "new territorial expansions" of the superior education offer, as well as the modalities of the government and the university management in territorial spaces of the southeast of Buenos Aires. The lines of research spreads in certain objects: the academic profession and its development en different scientific and institutional scopes; the government and management practices in the university faculties/degrees and the knowledge circulation-production-reproduction in a superior education marketing context. The work presents progresses of the study in academic, government and Management practices between the middle seventies to the first years of the XXI Century, analyzing continuities and ruptures in teacher departments, programs and disciplines conformation processes. We take into account a weave of politics, actors, power and knowledge struggles in a socio-cultural and territorial space. [ABSTRACT FROM AUTHOR]

This paper is framed in the research project: "Schooling conditions in the knowledge transference. Study of cases in primary and secondary schools in Córdoba". The field work and analysis are based in a qualitative and socioanthropological methodology which combines interviews and classroom and institutional activities observations to collect information. We recovered some contributions of the theory of social discourse analysis or social semiotics as well, which enable us to detect some marks in the statements by which regularities or significant variations are constructed in the selected material. From this case, we set ourselves to analyze some schooling conditions which promote or make the knowledge transference more difficult because of the implications that they have in the promotion, continuance, repetition and/or desertion of teenagers and young people from middle school. The first built hypothesis indicates the presence of parallel systems of knowledge transference in school structure and, linked to them, the tension in the teacher's work during the process of "primarization" of the secondary school. [ABSTRACT FROM AUTHOR]

As part of our research project that analyzes secondary school problems carried on in the last four years by our research team, we're currently dedicated to formulate new questions, which will include also the primary schooling level and will contribute to the study of the processes of knowledge transmission in Cordoba's present conditions of schooling in the primary and secondary school in both, the symbolic and the structural-organizational dimensions. It's of particular interest identifying emergent problems in the processes of knowledge transmission and contributing to the formulation of fertile hypothesis for future investigations. Moreover, we attempt to analyze school actors'- teachers, students, principals- meanings and strategies around knowledge transmission in everyday schooling experience. This paper states the context of emergence / problematization of the investigation, its general analytical framework, and advances in a first approach to the problematic in one of the schooling cases we selected. [ABSTRACT FROM AUTHOR]

This paper, communicates advances in a research about schooling processes of second year CBU students in a school located in Gran Córdoba. Said investigation is part of a project that intends on dealing with the issue of schooling in a context of social transformations that have been affecting our country. The depth of these transformations imposes difficult challenges on individuals. The developments refer to a hypothesis: the conformation of a crack in schooling, in CBU's second year students. I will try to outline some of the aspects that come to play in the conformation of this crack, with special interest in the relation between schooling processes of second year students and the institutionalization process of the CBU in Córdoba. [ABSTRACT FROM AUTHOR]

This paper shows the progress of the research project that investigates the ideas that sustained the pedagogic thinking developed by liberal Protestants in Argentina, in the beginning of the 20th century. These groups allied to liberalism, led by Wiliam Case Morris; and developed an educational project in collaboration with the State, in the most marginalized zones of Buenos Aires. In the magazine LA REFORMA ("The Reform") in collaboration with the mentioned project, it is possible to find a wide range of discourses around the idea of citizens' construction. In this regard epistemological and political matters complemented each other, by establishing definitions in themes that revolved around this conceptual nucleus. Among them we find discourses referred to childhood that confronted with the catholic imaginary that disputed the hegemony in the social field. However, often these discourses contradicted each other: they expressed the conflict of interests that were a product of the struggle, not only with antagonistic groups but within liberalism itself. We believe that in the construction of a particular identity that combined elements of Protestantism, liberalism and modern pedagogy, these groups contributed to the repositioning of child as an educational, social and political subject, in the process of secularization and democratization of the Argentinean State. [ABSTRACT FROM AUTHOR]

During their training, teachers incorporate a series of foundations and theoretical knowledge that intertwine with ethical and political considerations as well as with a series of procedures, judgments and knowledge that are acquired and strengthened with experience along the professional career. In times of uncertainty when many doubt and distrust the educational capacity of the school and their teachers, it is appropriate to analyze the experiences that educators have been able to teach and transmit in different times and contexts. In this paper we will focus in the experience of the Argentine teacher Luis Iglesias, between 1940 and 1960, and that has been reflected in many of his works and in his job as trainer of new generations of teachers. The aim of the article is to systematize part of his experience reviewing his reflections on teaching, the role of teachers and the pedagogical authority, as well as examining details of his technique: the methodology of free expression. [ABSTRACT FROM AUTHOR]

Our daily work in history teachers training at the university level has provided us with some preliminary hypothesis which we want to question, analyzing the teaching practices framed in their curricular dimensions, traditions and rituals. In this paper we present an advance of the course group research project, in which we intend to gain knowledge in the teaching of Argentine history in the classrooms of high schools in Cordoba. Which Argentine History is instituted as the regulated history and how does it configure on the different levels of curriculum concretion for high school in Cordoba? According to Cuesta Fernandez, the regulated history is what "the Administration decreed as valuable historical knowledge". Through visible texts, we review analytical categories to look at the Curricular Design and the text books. The power of selecting what, when, how much, how to teach, who says what must be taught imply conflicts in society (Girvtz). Depending in what project of society is proposed, the definition of which Argentine History is taught implies which are the basic and socially useful curricular contents for the formation of a historical conscience. [ABSTRACT FROM AUTHOR]

This paper explores changes and continuities in political culture of the 90's taking into account the use of March 24 commemorations that took part between the pardons of 1989-1990 and the political crisis at the end of 2001. It proposes it as cartographies of sociopolitical conflict. As a main concern it assumes the role played by human rights matter in recent history under a political regime of an excluding democracy It holds the progressive conversion of March 24th into a space that gave rise to a process of social recomposition that took place through the widening of the impunity framework and the constitution of networks of action. This process was traversed by provincial conflictivity. As specific hypothesis three moments or sub periods are acknowledged. The first one goes from 1989 to 1993, a moment of minor importance in which the commemorations acquired almost endogamic features. The second one, from 1994 to 1997, a moment of transition characterized for the promotion of new actors and identities to whom the experience of provincial crisis was crucial; the third one from 1998 up to 2002, in which ritualization of March 24th was produced, turning itself into a commemorative event which is at the same time was an opportunity to experience political sociability. For that, a map of the commemorations is constructed, dwelling on actors, demands, staging and constructed meanings, as well as on agreements, tensions and negotiations. It applies to the contributions of the renewed political history, to local studies on protest and collective action and tries to establish a dialog between social and political aspects, wishing to contribute to a new look on relationships between collective actors and public space that recovers the political use of streets. [ABSTRACT FROM AUTHOR]

The irruption of social protest in big scale is a characteristic element of the Argentina's society from '90 decade to the present. The roadblock, the practice of the assembly, the emergence of social actors such as the "piqueteros", as well as traditional repertories such as strikes leaded by syndicates place these and other ways of collective action as privileged resources that scholars call "modular repertories", that is, models of actions that are used by the rest of the society despite the fact that they may not share the same goals of those who created them. In this sense, the following paper proposes the discussion on this phenomenon from a conceptual approach around the idea of political culture of protest. This idea is articulated on the tension between politics and culture concepts, the first idea of political culture, and de last contributions that come form theories of collective action applied to the social movements, protest and revolutions. [ABSTRACT FROM AUTHOR]

It seems difficult to dissociate the emergence of national States in the era of revolutions from a modern representation of time, characterized by an unlimited future and acceleration -deriving, according to R. Koselleck (1993: 36), from the mixture of rational prediction and positive hope of salvation which is inherent to the philosophy of progress. For this reason, the apparent revival of national identifications, after the transformations that have taken place during the twentieth century (the irreparable fissure in the notion of progress brought about by the Great War, the postmodern attack on Illustration, and the unprecedented weakening of national States at the hands of globalization), affords a renewed relevance to the questions about the incidence of the temporal category in the symbolic construction of the Nation-State and the collective subjects associated with it. On that line, this paper proposes a sociosemiotical approach to political discourses registered by the printed press of Cordoba between December 2001 and May 2003, a period marked -ostensibly, at least- by great changes in the Argentine political scene. [ABSTRACT FROM AUTHOR]

This paper deals with some of the results of a research work developed in the School of Social Working (Universidad Nacional de Córdoba) between the years 1998 and 2003. The whole target population of the study belongs to the city of Córdoba. In 1998, we developed a cualitative research study that focused on people of 18 to 25 years old. This study was triangulated with a cuantitative research work in 1999. During the years 2000 and 2001, the same study was directed to adults between 45 and 65 years old. The 2001 events made us to focus on some aspects that become relevant when analysing the last-years Argentinean context. [ABSTRACT FROM AUTHOR]

This paper presents the results of my Master's thesis entitled "Representations on public space: citizenship and political culture in the first Peronist government". ("Representaciones sobre el espacio público: ciudadanía y cultura política en el primer gobierno peronista"). In general terms, addresses the joints between politics and communication, considering the public space as a category of primary analysis. For it, we analyze the news events Sucesos Argentinos, which were projected between films in cinemas. So, first will address the major categories of analysis: public space, citizenship, culture and political representation. It also will review the contributions of major cultural historians on our subject of study. Then, will present the research questions and methodological approach. Finally, some of the main conclusions will appear. [ABSTRACT FROM AUTHOR]

This paper reconstructs some findings of the project "Common arithmetic knowledge and productive and social practices"; the questions which direct it are: What sort of number and calculus problems its productive and social insertion poses to these organizations? IA/hat are the social worries that support the strategies in the solving of arithmetic problems? The empirical referent is constructed through the perspective of two women who lead two productive organizations (in Mexico and Argentina) of self-management linked to craft production. Some analytical advances referred to Mexico (Purepecha indigenous community) are reported. In particular, the uses of numeracy and their links to the community social criteria of extra mathematical order that underlie and cross different situations which are framed not in an individual action, but in a collective one. These criteria rule two kinds of relations: the inner ones and the outer ones, crossed by the concerns around power (the nice power) and the defence (to face the outside) of the organization. The reconstructing of these senses implies a positioning that redefines the polarity literacy! illiteracy, by asking how one can learn to read or write numbers under such circumstances, when the knowledge of the number writings is limited. [ABSTRACT FROM AUTHOR]

This paper presents preliminary results of an ongoing research. It suggests that the school experience of adolescents and youth groups in urban poverty conditions where the study is being carried on is built in a socio educative area crossed by tensions and contradictions. Such experience is configured in the meeting point between the social, material and symbolic conditions in which they develop their lives and the uniqueness of a process of schooling set in a three dimensional frame: from the educational system due to their status of being the last to reach high school, their families and social groups belonging to become the first to get into high school, and from the representations and practices of their teachers as newcomers to the level. [ABSTRACT FROM AUTHOR]

This paper aims to describe and analyse the social and educative experiences of the applicants to the Social Working University degree (Faculty of Law and Social Sciences Cordoba National University). The research sources come from an auto-administered survey that the applicants fill out during their first course which questions on dimensions such as: the applicants and their parents' working and educative experiences, age, sex, reading abilities, studying methods and abilities, cultural consumption, readings, among others. From this data, we analyse their experiences in the light of the Pierre Bourdieu's theoretical concepts of social and cultural capital. We aim to search for their possibilities and limitations that relate to the competences and abilities which allow them to move through the university spaces. Finally, we objectivise the need to support the student along his/her first courses to compensate the conceptual-comprehension difficulties of the career contents, and demystify and question these assistance paradigms on the learning field. [ABSTRACT FROM AUTHOR]

This paper presents some reflections linked to the predominant style in the implementation of the National Educative Reform of the 90s, and some particularities that acquired in the Province of Cordoba. From the multiply of perspectives possible of analysis, this work privileges the analysis of some special situations derived from the setting off of huge programs and projects, as a predominant type in the materialization of the "Educative Transformation" This work, which belongs to the investigations of a Masters Degree thesis, focuses its attention in the evaluation -subject present in national and provincial documents- and particularly in some conflictive and contradictorily situations that appeared in the evaluation of several educative projects designed for the medium level. [ABSTRACT FROM AUTHOR]

Our interest in the project focuses on the analysis of the dimensions that approach or prioritize in the text books that account for of the curricular contents on Patagonia: (geographical, historical, political and socio-cultural) in order to determine the contributions of these texts to the construction of the social representations on the territory. The project focuses also in the study of the images used during the period 1884-1957 since they provide us the prospective "marks" that contributed to the construction and production of the social representation of this territory. We choose the school texts to analyze the representation of Patagonia and its inhabitants because there are no studies on them in the subject and because the school texts, as obligatory instruments in school, are the instruments that reflect the hegemonic projects with more or less loyalty. The body of the school texts considered in this project are text productions that circulated in the official and Silesians schools in the period of Argentine territory (1884-1957). For this paper is important to emphasize that texts analyzed were from the beginning of the XX Century until 1944 and from 1957 until 1963. [ABSTRACT FROM AUTHOR]

This paper presents a historical analysis which articulates different discourse formations related to the genesis of the modern educational system by the end of the nineteenth century in Argentina; the foundations of the pedagogy of normalism and of the Normal Educational System in Domingo Faustino Sarmiento's thought; and the subsequent institutionalization of the liberal lay educational model which marks an hegemony on the political-pedagogical field and sets the construction of modern Argentinean state. This articulation weakens religious educational positions which strive for a different model of national identity, other subjectivities and other symbolic contents in the transit of Argentinean culture towards its modern identity formations, whose founding features continue in the contemporary educational system, in an always differential and constitutive relationship between identity/otherness equivalent to Sarmiento's conceptualization of civilization barbarism. Some of the questions made regard the ideological and political configuration mechanisms of certain subjectivity in the constitution of national identity, so that its particularity and its effects on contemporary educational and cultural imaginary can be reflected on. [ABSTRACT FROM AUTHOR]

This paper presents a teacher training setting produced within the context of an educational innovation project which introduces an initial literacy proposal in public schools in the province of Corrientes. Although this training main target is the appropriation of a language educational proposal, the psychosocial processes which a teacher goes through every time he/she faces a change processes in his/her pedagogical practices have been taken into account. [ABSTRACT FROM AUTHOR]

This paper displays the results of an empirical research which analyzes texts written by children from 3° and 4° years of two public primary schools in the province of Córdoba. Word repetition produced by children in the process of writing is studied and related to the presence, absence and use of punctuation signs. We develop the hypothesis which places repetitions in the genesis of punctuation signs in the context of text production. The first steps of a study on teachers' perspective on the matter are finally included. [ABSTRACT FROM AUTHOR]

During 1936 and 1946 a distinguished group of intellectualsarrived at the University of Tucumán. They were European refugees whose lives were threatened by the Spanish Civil War, the National Socialism, the Fascism and the Second World War. Manuel García Morente, Lorenzo Luzuriaga and Roger Labrousse were some of these scholars. Their arrival promoted also the attraction of young professors from different provinces of Argentina who years latter had public performance in the academy and in politics in our country and abroad. Rugieri and Silvio Frondizi, Eugemo Pucciarelli and Enrique Anderson Imbert were some of these names. Advances of a research that analyses this historical process are presented in this paper from two points of view. On the one hand, it focuses its analysis on the foundation of the Faculty of Philosophy in Tucumán (1936-1938); on the other hand, it intends to show the re- construction of the different trends of the argument which emerges from the various primary documents consulted in this inquiry. [ABSTRACT FROM AUTHOR]

This paper is a by-product of a reasearch work on ⪡Learning problems and failure⪢ currently being carried out in the cities of Resistencia and Corrientes; and it characterizes the present day situation of adolescents and their teachers in contexts of high social vulnerability, in order to prove that the problem of ⪡levels of school demands⪢ is a key aspect to solve in pedagogic tasks in high schools and in reference to the learning subjects. [ABSTRACT FROM AUTHOR]

In this paper we intend to introduce an analysis of Domingo Faustino Sarmiento's thought in connection with the period of organization of the formalist pedagogical dispositive in Argentina, reconstructing the net which gave origin to certain cultural identities, especially those formed in school-space. Thus, the ideological backgrounds of Sarmiento's programme will be analysed in the context of his intellectual interventions and in its historical organization in connection with the development of modern educational system, with special emphasis on its influence in the pedagogical imaginary of the late nineteenth century. We will specially explore the paradigmatic relation identity/otherness in relation to Sarmiento's concepts of civilization and barbarity. [ABSTRACT FROM AUTHOR]

This paper refers to Adult Secondary Level Distance Program developed in Córdoba since 2000. That program has a great importance because it represents an educative offer extension to adult workers as well as an intent to reestablish adults education specificity. However, some decisions adopted in the Programs' organization, especially the ignorance of compulsory presential classes and the elective character of learning activities included in printed modules generate questions about the orientative sense of that process to adult pupils and their possibilities to keep up with it. [ABSTRACT FROM AUTHOR]