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This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

This paper analyzes some aspects related to the public debate about immigrant population and the construction of a national identity in Argentina during the first decades of the 20 th. century. Immigration, education and nationalism were the thee ideas which originated the debate on a possible model of country and constituted a field of tensions that covered the period of the great immigration wave. This paper will, in the light of these reflections, illustrate some of the features that these aspects acquired in a rural area. Southeast of the province of La Pampa the largest number of migratory population was farmed by groups of people who migrated from eastern Europe. The presence of Jewish colonies, such as the Narcisse Leven colony, meant the birth of debates on these groups which seemed to question the basis of the "Argentine Nationality". This text emphasizes the complexs relationship among immigration, education, and ethnicity. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze primary education policy during the administration of the self-proclaimed "Liberating Revolution". The few studies that have examined this issue state that the Liberating Revolution government erased the traces that Peronism had left in the education system. Our interest is to review this process. To do this, we analyze the conflicts within the government, the institutional design of education governance and internal organization of schools. We ask whether despite the ideological and political ruptures, it is possible to find elements of continuity with the previous period. Our empirical observation area is the province of Buenos Aires. [ABSTRACT FROM AUTHOR]

This study tries to make a revision of the conflicts, negotiations and coexistences that characterized the configuration of the pedagogical field in Argentina during the 1930s, as well as recognizing the place that the New School occupied in it. This school of thought was not totally consistent as a whole: in fact, there was a wide range of interpretations about these ideas. In the Argentine pedagogical field of this decade, the relationship between the State and the educationalists who promoted New School's ideas was not always characterized by imposition or transgression. The New School wasn't an outsider in the educational system and the educational policy received its influence. Argentine promoters of New School that gathered around La Obra tried to present themselves as innovators in terms of pedagogical knowledge in order to appear as the only group capable of transforming the educational system as well as the only qualified to become spokesman for all the teachers in the country. This paper will analyze the underlying logic of the speeches of teachers and educationalists. It will be stated throughout this article that even though the Argentine pedagogical field had close connections with politics, it also followed its own path. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [ABSTRACT FROM AUTHOR]

This article deals with student's participation spaces in Neuquén's secondary schools, tracing the map of its themes, subjects and strategies. These spaces are considered to be a fundamental part for citizenship educational processes in educational institutions. Thinking about student's participation spaces leads us to a very complex theoretical category. We understand spaces in this research as going beyond the subjects themselves, meaning that are built by the relations that are generated within them. The dynamic and complexity of this theoretical foundation allows us to inquire about who shapes those spaces, which voices are authorized and who authorizes them and, in this way, if it is possible the construction of a democratic coexistence in educational institutions. In order to outline some answers to these questions, this paper shows the incipient progresses of our investigation. To do so, this article begins with the presentation of a theoretical framework in which categories as spaces; participation and citizenship education are developed. These concepts enable the analysis of the interviews taken in two secondary schools of Neuquén province. In this way, the themes, subjects and strategies of participation make up the spaces of participation, through their interaction. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [ABSTRACT FROM AUTHOR]

This paper analyzes, from a gender point of view, the relationship between education, women citizenship in two foundational moments of Argentinean educational system: 1894-1994. It focuses on the theoretical and political feminist genealogies at the time when the bourgeois revolution in education was thought as a mainstream for political change, namely it was crucial to debate about who must to be educated and how. The debate took place in the Argentinean case at the end of the 19th Century, and the result was the 1420 Law. But a century of educational practices were fading the traces of political polemics and putting in the scene pedagogic and technical issues. A new discussion about education, politics, and women citizenship takes place in the '80s with the return of democracy. At the same time a deep transformation of social structure occurred. The discussion culminated with the 24195 Law, in 1994. It took place at a singular crossroad: the return of citizenship questions, changes in the social structure (the so called new inequities), a sensibility about differences (sexual, racial, cultural differences). In this situation the debate about women's education as citizens was crossed by a deep tensions. [ABSTRACT FROM AUTHOR]

This article explores the representations and meanings regarding social inequality socially constructed in schools since the implementation of the Federal Law of Education in the 90's. This work analyses the implementation of institutional articulation policy in one school in the suburbs of Buenos Aires with the intention of describing how decentralization and autonomy policies contribute to reinforcing social inequalities in schools' everyday life. By reference to concrete ethnographic situations, we describe the process by which schools implemented the institutional articulation between former primary and secondary schools in order to understand not only what people say about social inequality in a particular moment in history, but also what people "do". As a result, this paper intends to describe the differentiation process among and within schools that the implementation of neoliberal policies leds to. [ABSTRACT FROM AUTHOR]

This paper tries to show the political ideological conceptions held by the public education policies in the province of La Pampa between 1984-1996. This period of time is the one beginning with the restoration of democracy and ending with the sanction of the Provincial Law of Education. The eighties were characterized by the reestablishment of institutional order and the attempt to design and establish policies based on the State of Welfare conception. During this period, the search for agreement with the provincial government and the teachers was mediated by the teacher's trade union which obtained historically claimed rights and labour achievements. In the nineties, neoliberal policies and the demands from international organizations give origin to deep changes in the educational system of La Pampa. The trend towards decentralization and the State reform policy account for the structural change implied by a new relationship between State and society. New strategies in the search for support appear; trade unions are no longer the privileged speakers; they have been shifted by the euphemism of «community participation» This analysis tries to trace in the official political discourse evidence of the above mentioned change in the idea of the role of the State in educational matters on the one hand, an on the other, the change in the strategies searching for support. [ABSTRACT FROM AUTHOR]