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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 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]

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 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 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]