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This papers inform on investigations advances in the comprehension of school dynamics, it's dramatics nucleus and the organization that is putting to work due to social situations in critical conditions, through on analysis comparing cases between different schools that belong at the same geographic area. [ABSTRACT FROM AUTHOR]

This paper is based on the professional biographies of six professors identified as excellent by senior students in three programmes at the School of Humanities, Mar del Plata State University. In-depth interviews examined the teachings and practices these instructors encountered along their educational biographies in order to find traces of these experiences in their current lives. The aim is to disclose the subtle ways in which the past influences their academic present. The life histories retrieved reveal the importance of the actors' mentors at the onset of their teaching and research at the university. The recovery of these memories allows the conceptualization of experts' role in the education of novices, thus examining what is traditionally considered as the informal supervision of teaching assistants and junior researchers. In this way, we try to create a site at the university where it is possible to discuss mentors' good practices. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]

This paper analyzes the Greek version of Gn 3, 1-24 in connection with other interpretations of the Biblical verses, such as Philo of Alexandria's works, the Epistle to the Romans and Ambrose's On Paradise. In the Genesis man is presented as a being who is naturally bent to bad inclinations that move him to err and be ashamed in front of God, a similar view also Philo shares. By taking concepts from Pauline and apocalyptic literature, Ambrosius shows an imperfect man who is weak and easily deceived by the devil. In all cases, salvation is possible: in the Genesis and Legum Allegoriae, through the kindness of God who trusts in mans natural goodness; in Christian texts, though man is born sinful, Christ allows for his redemption and sanctification. [ABSTRACT FROM AUTHOR]

One of the main difficulties raised by Petronius' Satyricon for literary criticism is its genre categorization. The objective of this paper is to demonstrate the importance of the new papyrus discoveries for this subject, especially, to consider if the relationship between the Petronian text and the Menippean Satire is a valid one, and to support the appropriateness of the label novel as a genre which describes how the Salyricon works; it will be necessary to review briefly some of the hypotheses of generic attribution of the Satyricon and some of its outstanding formal characteristics, i.e. the prosimetrum. [ABSTRACT FROM AUTHOR]

This is a qualitative and exploratory investigation which analyzes the nominalization on biology discourse. The beginning of this work is writing and oral production in the first course of a secondary school in a writing and reading workshop. From the texts used in those classrooms, biology discourses were elected to analyze nominalization process, grammar lexical operation or complex grammar metaphor for understanding the implicit procedures. The theoretical frame is the semiotics language approach. The empirical material is constituted by texts of Biology, materials of real use in the classroom, available in school's library, in several volumes. This paper offers, initially, the description of texts, using such examples taken from texts of Biology. Later, it introduces an experience of use for understanding of the grammar complex metaphor, without pretensions of generalization. Finally, it presents some recommendations to the teachers, who often, when they propose texts, forget the place of the reader who must decode highly condensed textual information. [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 tries to analyze the representations of teaching, that students from Basic General Education at the Teacher Training Institute in Santa Rosa and at the National University of La Pampa, have built. The research has a qualitative approach. The process starts collecting pictures and written considerations about what they think were the reasons that made them choose this profession. We have worked with 300 samples belonging to students from 2006, 2007 and 2008 that were analyzed with theoretical categories about their identification with the teaching role in three ways: the samples were taken from students in different moments of their studies; images were comparatively analyzed with the written discourse; the students came from two different institutions. Teaching representations were studied in written and drawn discourses trying to look for coherence; continuities and disruptions. These representations must be identified and analyzed to work for possible changes during training. They imply meanings and senses regarding teaching identity and political possibilities of performing the professional role. [ABSTRACT FROM AUTHOR]

This paper is intended to analyse teaching practices in the 7th Grade, EGB Cycle, and to suggest clues for the reformulation of teaching and learning strategies to improve the learning quality in handicapped social groups. Suggesting teaching and learning strategies towards this objective involves taking into account the diversity in terms of personal and cultural differences. If the ways of thinking, feeling and behaving of the different social groups are not considered, it will be difficult for those from diverse cultural environment to share and develop significant learning processes. In this way, the strategies to change teaching practices should involve a more integrated perspective which makes up for the segmentation it implies. Thus, it is necessary to consider relatively autonomous institutional spaces which are present in the way of operating a socio-cognitive diagnosis, in the curriculum as a scenario of contradictions and how teachers carry it out as well as its relationship with the community context. [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]

The aim of this paper is to make a description of the process in which the National Education Law Number 26206 (NEL) was promulgated and to make a critical comparative analysis of some topics regulated by that law to point out continuities' and differences with the Federal Law of Education Number 24521. The analysis is focused, on the one hand, on the political style of the NEL based on decisions rather than on deliberations and, on the other hand, on aspects regarding the governability of the education system. The topics were chosen giving priority to those connected with the distribution of attributions among the different education agents. [ABSTRACT FROM AUTHOR]

In this paper we analyze "Information and Communication Technologies for Young Mapuche People" and the context in which they emerged, related with the International Summits on the Society of Information and how it relates with ethnic identity construction processes. We discuss the concept of cultural authenticity, the new relationship between indigenous peoples and the academic world, and the anthropologist's role in applied social projects. [ABSTRACT FROM AUTHOR]

Internet based communication technologies such as message boards could provide a useful tool for educational purposes by bringing together people with seemingly common interests, and providing a common ground for varied interactions within the virtual community such as exchange of information, resources and advise. As a cultural object (Geertz, 2000), however, these technologies comprise an array of different contexts and significances, often intertwined, that contribute to shape both possibilities and limitations of communication. In this paper, we focused on a message board about the uses of new technologies in education, aiming to analyse whether a common ground knowledge is possible within the virtual community as a kick off for more meaningful collective interactions, and if not, whether there are intrinsic characteristics to the forum that may hinder o diminish such construction, i.e. if all threads in the forum can eventually become a web for educational purposes or, on the contrary if they tend to become a gordian knot. [ABSTRACT FROM AUTHOR]

This paper shows some instances of the differences between the discourse politicians used to legitimate the educational reform in Argentina in the 1990s and the reality of schools by the time the Federal Law of Education was actually enacted and put into practice. These are based on a revision of magazine and newspaper articles on the specific area of technical schools. The construction of a clearly unauthentic "encouraging" framework was a tool which accompanied the implementation of the Federal Law of Education in a popular context that was in fact unfavourable to the changes proposed by the government. [ABSTRACT FROM AUTHOR]

Education is an ideological activity which responds to theoretical, political, cultural, socioeconomic and historical circumstances. Thus neither pedagogical practices nor educational theories are neutral as both are firmly based on paradigmatic conceptions of man and on their worldviews. There is then a need to analyze both of them and their intertwining relationships in the light of philosophy, politics and education in order to carefully consider what their aims actually are. These goals give sense and meaning to Institutional Educational Projects (PEI, by its acronym in Spanish), which generally respond to the requirements of the Ministry of Culture and Education. This paper studies the philosophical foundations underlying the PEIs of the first and second levels at a Basic General Education school in General Pico, La Pampa, and provides a cogent interpretation of the anthropological idea that lies beneath such projects in order to generate an open space for debate and inquiry at an institutional level and to foster new proposals to improve educational practices in general. [ABSTRACT FROM AUTHOR]

The rise of the novel in Argentina was closely related to the Buenos Aires's press. On the one hand, newspapers became tools to shape the public opinion; on the other hand, they developed into fields where the novel was used to explore the processes of social changes. This paper has been dedicated to the analysis of the South American newspaper (1884-1892) and its serials, as far as its communicational strategies that joined every section may concern. At the same time, it has been written to investigate the use of the novel as a political instrument to reinforce the newspaper's propaganda. At first, it describes the Argentine press modernization process during the last two decades of the nineteenth century. Then, it provides details about the mayor features of South America regarding its treatment of political news. Finally, it considers some of the novels published in it, particularly Fruto vedado by Paul Groussac, focusing on its enunciation frames in order to establish links with other political messages of the newspaper. [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]

In the field of Social Sciences, and particularly in the field of education, it is not simple to approach research models or paradigms because there are frequent discussions raised around this topic in dichotomy terms, sometimes antagonistic. It is possible to meet different stances in relation to the generation of scientific knowledge, that is, in relation to the way of «producing science,» which implies thinking of models or paradigms that support the different research logics. The objective of this paper is to characterize the main research models or paradigms in education with the purpose of carrying out a methodological analysis of the Research Project: «Professional Socialization Referents in Universidad Nacional de Rio Cuarto teachers» (Argentina). In the first part a characterization of the models or paradigms is developed; in the second part, a synthesis of the mentioned Project is presented, and in the third part both an analysis and justification of the project is carried out. [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]

This paper intends to describe the managing characteristics shared by schools of the first and second Basic General Education levels as a result of the implementation of the educational reform in La Pampa. To the purpose of this research, we analyzed the institutional guidelines set by headmasters and compared the conclusions stated in our previous research (1995-1999) with results from recent case studies. In most of the schools included in our sample we observed the recurrence of similar skewed contextual readings and managing practices. These particular managing styles reflect the principals' key role in the adaptation of the Institutional Educative Projects (IEP), requested by the central administration, to the different schools' needs. As a conclusion, we can say that, despite the institutional difficulties faced by those in charge of managing positions, the school headship is the possible space where to generate deconstructing and reconstructing policies via alternative projects and managing groups who can reconsider our institutional history and provide a new significance to the established educational practices. [ABSTRACT FROM AUTHOR]

This paper analyzes the views that mostly prevail in History textbooks concerning Latin America in the period between 1980 and 2000, with the purpose of recognizing continuities and breaches in the formulation of historical curricula contents. Such perspective seeks to study pre-eminent discourses about these issues related with the conformation of Latin American nationalities and the ideas that these stories imply concerning the citizens' education. [ABSTRACT FROM AUTHOR]

The objective of this paper is to provide a brief characterisation of the changes that have taken place in the Educational System of La Pampa province since the implementation of the educational reform in Argentina during the last few years. In view of the need to identify and conceptuslise these processes of change in La Pampa's model, we decided to approach the theme of the institutional organisatlen and, more specifically, the implementation of the Third Cycle of the General Basic Education and the PoUmodal, with the intention that this article will make it possible for both students of Education and other readers to construct interpretative hypotheses regarding the Educational Reform. We chose to undertake a bibliographical Jnvestigatidn. We aleo included contributions that arose from our experience in the area of Education. Working as school teachers atiows US to form interpretations of the possible implicatlens on Education because we are the ones that apply the legal framework in order to transform the educaticnal system. [ABSTRACT FROM AUTHOR]

This paper Is included in a research project which aims at clarifying some aspects of the historical process by which the educational system of la Pampa was structured. Focusing on the analysis of the relationship that was established between the civilian society and the state, we base our work on the supposition that the homogeneous image that the educational system acquires is more the result of a process than the process itself. We focus our article on the analysis of some state regulations and their impact on the Territory, between the end of the 19th century and the beginning of the 20th. We ask ourselves: "Was the process of construction of the educational system in la Pampa a "reflection" of national policies or is it possible to identify certain particularities?" "Which continuities, interruptions and contradictions is it possible to establish between the norms created in the central organizations and the conditions --and possibilities- of fulfilling those norms in the Territory?". Such conditions are connected with a 'diffused' presence of the National State. This presence was made effective, in the field of education, through the inspectors who - we sustain- acted as a "hinge" between the rules sent from the Capital and the local needs. [ABSTRACT FROM AUTHOR]