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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]

The goal of this paper is showing some perspectives and debates in the educational field. First of all, some hypothesis regarding the general theoretical methodological perspectives consolidated in the last decades will be commented. Secondly, certain particular work lines that are privileged to be problematized and discussed due to its relevance in the educational field will be shown. This paper is crossed by the need to think and discuss those arguments that allow us to help the public school and, most importantly, with the sense of schooling for children and youth living in difficult situations. [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]

The paper takes up issues exposed in previous papers elaborated by this team, related to the need of "denaturalizing" social and analytical categories to pluralize the perspective in accordance with a reality that overflows available concepts and to go beyond the instituted universal categories. It therefore states the need to question common sense categories produced in institutions oriented to watch the childhood process since these categories establish senses and construct symbolic places in which the subjects can or cannot be located. The paper aims to question different conditions and local processes, places of production of critical links in order to find institutional interstices sensitive to allow to possible interventions. There are six reports which allow analyzing several fieldworks in which configure the experience of being a boy, a girl or a teenager is configured. Besides they account for different ways in which adults are affected by social processes and for the subjective positions that they construct in opposition to their children and pupils, in their thoughts and their practices, in their absences and presences, and everyday life decisions and interventions of different orders. [ABSTRACT FROM AUTHOR]

The following paper approaches aspects of the role of theory in our times and especially in education research. This papers proposition is to make a denunciation and formulate a criticism. The denounce: knowledge and science are threatened, especially human and social sciences. The criticism: The context of epistemological skepticism and ontological relativism adequately compromise the capacity that sciences have to overcome their own antinomies both in the explicative plane and the practical facing of its problems. As we will see, from my point of view, this fact leads to an impoverishment of knowledge activity. This also shows us that the victory of the right wing in philosophy, science and society is not due only to the mere fact of attaining success in the political dominion; underneath the appearance of a new realism, the right wing took over the concept of reality and realism. [ABSTRACT FROM AUTHOR]

The aim of this paper is to think about epistemological issues raised by psychological research on education, particularly those related to children and scholar construction of knowledge during developmental and learning processes. The "neutral" approach of psychological research about this area has been criticised by critical pedagogues. Mainly the occultation of relationships between psychological theories and educative practices has been questioned, specifically the legitimating role of the formers about the medical and pedagogical practices. This paper discuss the exclusive role sometimes devoted to normative character of psychology and tries to recuperate the possibility of objective construction of psychological knowledge. This will be based on epistemological criticism to social conditions of research, beside the philosophical, ontological and epistemological underpinnings which framed the election of research objects and methodology. Even more, this work addresses the imprecision of concepts produced by researchers. According to us, some of these considerations are valid to other disciplinary studies about education, as sociology, anthropology, and even didactical and curricular research. [ABSTRACT FROM AUTHOR]

This work is part of a larger project called Rationale speeches and didactic transposition. A study through textbooks and has endorsement and subsidy from the Ministry of Science and Technology, National University of Cordoba. This paper articulates some of the conclusions reached in the study and exploration of one of the axes that structure the framework project: the study of the tension between textual insight and perspective in the didactic discourse argumentative text. The intention is to investigate what the specific weight it occupies, in the slogans of textbooks that address the teaching of argument, what about the discursive language: it is proposed to consider what is the trend in the theoretical formulations and proposed activities by hand between considering the argument as a textual structure, defined in terms of certain 'brands' visible at surface level (nature or structure of sentences, rhetorical figures and formal characteristics of specific genres, etc.) or as discursive function that cuts across all communication practices is argued as the 'big macro speech act' in which fits all say. [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]

The paper explores the theoretical impact of postcolonial studies in Latin American Intellectual field. To this end, we analyze the main proposals and core problem that this new paradigm raises in the critical and theoretical practice of Latin American Studies. We focus primarily on the contributions of Walter Mignolo, Nelly Richard, Mabel Moraña, Beatriz Sarlo and Cornejo Polar, among the most important contributions from Latin America, as well as in some categories of Spivak and Homi Bhabha thhat allow us to reflect more deeply on the state of this discussion that is still open. In this sense, the question that constantly appear the article is if are possible postcolonial studies in Latin America", What is the theoretical richness the bring to the debate of 'third world'?, Is a more theoretical dominance metropolitan? To approach an answer, we propose to investigate the two positions that are held more firmly in the field of Latin American intellectuals: first one that looks suspiciously arrival of postcolonial studies, and one that seeks to create areas of negotiation and theoretical enrichment . [ABSTRACT FROM AUTHOR]

This paper takes data from two researches, a local one and a national one. It aims to contribute in the articulation between the characteristics of the programs and the population interests and necessities; it exposes the senses that structure the experience of young of a marginal urban area in the center of Mexico and a group of Mayan women of the southeast of the country. The first is a Center of Education for Adults and it discovers that the local sense is structured from collectives such as family, social and productive activities, work, school exclusion experience and high valuation of cultural codes of the traditional school. The second is a Meeting Point of the National Institute for Adult Education in which the socialization, dialogue, teaching, organization for the community, resources appropriation to develop the social roles structure the sense of the experiences of the Mayan women. [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]

In this paper we discuss some of the processes of cultural production of MOCASE VC (Santiago del Estero Peasant Movement Peasant Way), to approximate an understanding of their youth education projects. For this, we begin with the debates over the fate of peasantry and its involvement in revolts, rebellions and revolutions, with the intention of putting this peasant social movement into perspective, registered in the current conflictive rural scenario, in which it actively intervenes in the dispute against capitalism, in the current phase of agro-business. We characterize the experience of the movement as a form of recreating the peasantry that strives for the growth of the relative autonomy and the organization capacity to struggle in the political, economic and ideological spheres. The recreation of the peasantry is expressed in the construction of meaningful practices, closely related to each other: community, territory and peasant and indigenous life. These material and symbolic processes of cultural production create deep questionings of the familiar production and reproduction strategies, and therefore education. The Peasant University project, one of the initiatives directed toward young people, continues with these processes and is oriented to the systematic training for peasantry life and the development of the movement. [ABSTRACT FROM AUTHOR]

This paper is a part of the research project "Pedagogy, Politics and Cultural Modernization: Olga and Leticia Cossettini's educational activity in Rosario (1935-1950)". In this article, we will focus on a particular and prominent aspect of the experience that took place at "Dr. Gabriel Carrasco" School -also known as the Serena Schoollocated in Rosario during the period of analysis: the photographic record of daily educational activities. From our point of view, the numerous photographs that account for the experience are not free from the particular relation between images and teaching, also evident on other aspects of the pedagogic proposal. In fact, we can say that the presence of images of different nature was constant at the Serena School. In this particular context, the images that operate as a register, as a trace of school experience, stand out: we refer to images produced and posted by the students on notebooks or posters that refer back to experiences at school (such as balls, ceremonies, guided tours, etc.) and photographs taken in various scenes of institutional life. [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]

The connection between form and content is case-sensitively defined in the teaching process. Contents have been subject to thorough theoretical approaches. Methodology, on the contrary, lacks such research advances. This turns evident in the variety and imprecision in the use of theoretical terms. This paper shows a critical report of the discourse found in Didactics specialists in order to elucidate perspectives, dimensions and categories related to methodological issues in teaching processes. [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]

This paper intends to analyze some of the present difficulties in achieving those directions of pedagogical intervention favoured by educational policies which contribute to consolidate agreements on what is deserved to be taught as well as the model of society to which school must contribute in educational institutions. A mechanism of pedagogical intervention, institution organization and it's bound with the community in the last 10 years favoured by the Government is taken as reference, "Work with School Projects" Even though we recognize that this intervention mechanism has had, through history, different modalities, we intend to understand characteristics and aspects that give identity to it, in present times, from a reflection on about its pedagogical meaning in schools. With this purpose, some classic categories are used; though not taking us into philosophical matter, they are, no doubt about it, the main subject to re locate discussion about teaching in present times. [ABSTRACT FROM AUTHOR]

This paper Intends to shed light on the relevance of teachers' self evaluation to those scenarios in which they experience conflicts and tensions among different types of demands posed on them and, thus, they it difficult to make decisions, solve problems and negotiate institutional, social, academic and subjective interests. In addition, some of the problems and practical actions that have emerged as meaningful in our research project's field work will be presented. Our research interest focuses on Self-Evaluation Processes in High School Teacher's Practice". This work is carried out in Facultad de Ciencias de la Educación, at Universidad Nacional del Comahue. Our general objective is to study the learning potential of self-evaluation in the construction of the teaching craft. Our specific aim is to identify those teaching practices that teachers resort to in the self-evaluation process. [ABSTRACT FROM AUTHOR]

This paper presents an introductory approach to the managerial studies in the scope of the educational institutions in the already stated context of the 90's. The objective is to make a reflection on the effects of management as speech and technology that affect the educational institutions and the reforms focused on them. An article by Stephan Ball has been useful to tackle the subject: "Management as an Ethical Technology. A Luddite analysis". It presents a critical position on this mode of organization which the author considers as having the faculty of prevailing over any other kind of institutional organization to end up in a "naturalization" process. From this concise historical background, the different aspects of the management concept have been presented, as an attempt to set up its standpoint in connection to its policy and replacement. [ABSTRACT FROM AUTHOR]

This paper shows how inexperienced teachers imagine and feel about professional practice, and how they develop their professional identity. The concept of identity allows considering the beginner teacher as the agent of a specific practice, a social practice. This analysis is based on the field work of IFIPRACD (Initial Training and Teachers' Practices Research), project framed by "Educational practices: initial training and teachers' identity building", a research located in Social Sciences Faculty (Facultad de Ciencias Sociales- FACSO), Centro de la Provincia de Buenos Aires University. (www.soc.unicen.edu.ar). [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]