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The government of poverty becomes educational policy and pedagogical approach in schools that develop proposals of education differentiated according to "sex", aimed at children and adolescents from popular sectors. Teachers' conceptions about their work with these sectors are based on a naturalistic and "social" reading of gender, which justifies the physical separation of boys and girls, and the supposed greater effectiveness of the work of educating if the "sex" of the teacher is homologated with that of the students. A pedagogical work is deployed with families in which they are placed as a threat or as possible allies, in terms of social work on gender violence in the family space. Gender policies are thus re-appropriated locally, justifying an organizational and pedagogical model based on physical separation and segregation according to criteria of inequality and differences, which reinforces the fragmentation of the system and segregation processes. The paper is based on a qualitative research developed in a private Catholic school that separates boys and girls in the city of Buenos Aires, and sought to understand the articulation of class and gender in the production of educational inequalities and their approach from the teachers' point of view. [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]

The paper focuses on the place of education for youth and adults and education in contexts of deprivation of liberty in the National Educational Law, in the orientation that this conception gave to the National Ministry of Education policies and in that what enabled for jurisdictions, especially in Córdoba. It results of the doctoral thesis “Adult secondary education in the present. A comparative study between Córdoba (Argentina) and Catalonia (Spain)”and the research Production of meaning and subjectivity in the prison space: access to rights and justice”. Based on the analysis of the regulations and the national and provincial policies that it inspired, it is argued that education as a public good and social right represented a substantial turn in the policies for permanent youth and adult education and in confinement contexts modalities, notwithstanding the insufficient aspects of some actions and the various obstacles to access to education that still persist. It ends with questions about the course of this law within the framework of a socio-political, economic and cultural context very different from the one that favored its emergence and the clues that the current educational policy offers. [ABSTRACT FROM AUTHOR]

The present paper is part of a research project on citizenship, considered as a nodal point on which different meanings were put during the struggles for setting a hegemonic social order at the beginning of the 20th century. In these conflictive processes we identify liberal Protestantism, whose leading public figure, William Case Morris, took part in the pedagogical debates that linked education to labor. Simultaneously with the denounces about the deplorable conditions which prevailed in the exploitation of children's labor, along with the promotion of their rights and the questioning of the state for its faulty compliance with the Law 1420, we find in the documentary corpus LA REFORMA: magazine on Religion, Education, History and Social Sciences (a Journal of journals), "a variety of discourses that coexisted concerning training for work. The same-self journal, which served to express one of the orientations of the educational project of William Case Morris, who contemplated training children for labor once they finished elementary school, was conceived as a means of enabling the poor to get up the social ladder and as a component of a citizen's conscience apt to contribute to the conformation of an adequate ethos for helping to build the country. We will try to approach these discourses that took shape in the interweaving between education, the Protestant asceticism, liberalism and the perception of its contradictions. We put forward the hypothesis that these discourses were connected to a political and sociocultural project in which the projections of labor were construed in diverse manners for the conformation of a citizenship consciousness inspired by the model of American democracy Liberal Protestantism placed it in the antipodes of the colonial and Catholic heritage, reluctant to accept progress associated with modernity and called for the role of the state as a regulator of educational policies in which labor permeated the discourses about the modes of access to knowledge and at the same time, also to knowledge related to specific labor practices seen as necessary aspects needed to make people's right to work effective. Furthermore, the state was conceived as the intermediary between the demands of the poor and the immigrant sectors who sought their social ascent and the economic interests of both industrial sectors and merchants linked to English capital in a context propelled by the slow process of industrialization and some related economic activities, which demanded a rather unskilled labor force. [ABSTRACT FROM AUTHOR]

The present paper aims at setting out some of our research team's theoretical concerns. The team is made up of part of the teaching staff of the School of Social Work, UNC. Its main research subject is difference within Social Sciences and its related meanings, such as unity, totality, otherness, ownliness, and so on. Different sources from a varied field, such as education, politics and gender , are analyzed in this sense. Within this framework, in this paper we propose a debate about the work "The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation" from Jaques Rancière, in which Joseph Jacotot's educative experience is analyzed. Jacotot was a French teacher exiled in Holland that had the challenge of teaching French without any knowledge of Dutch language. We consider that Rancière's contribution poses a different and controversial perspective about equality and inequality within the pedagogical relationship and the emancipation processes. The author understands that these processes are realized through the emancipation of intelligence since a conscious act of will. In the light of our research team questions, which entail the tension between rights and exclusion within the educative field, his work brings a lot of questions to us. We aim at analyzing this perspective from other authors' arguments, such as those of Boaventura de Sousa Santos, which allow us to debate and contextualize Rancière's ideas in the light of different Latin-American educative experiences. [ABSTRACT FROM AUTHOR]

This paper refers to the relation between migratory processes, employment and education in women of rural origin, focusing the analysis on the domestic work. The ethnographic approach that guides our investigations analyses the practices of two groups of women: one of them, resident in the north of Cordoba, whose members did not attend educative centers at the time of fieldwork in schools,' and other composed by ladies who were students of an adult educational center. In both cases the individual histories, the way they faced survival, the decision to the move to the city and how those processes articulated with educative strategies, show tensions. These tensions may appear as subjective, but on several occasions they express deep structures of the social world. We asked ourselves: How does education takes part in the configuration of these processes, both in regarding the moment of leaving the country and the decision to move, and in the later stages of settlement and stabilization in the city? What are the meanings that women give to the migratory experience and how do they tie it with their educative and labor trajectories? We will approach answers these questions in this communication, but first we will refer to our viewpoint of the migratory phenomenon and the characteristics that domestic employment assumes in the process of relocation and settlement in a new space. [ABSTRACT FROM AUTHOR]