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One of the axes of Argentina's educational reform in the 90' was the transformation of the system management, incorporating new organizational principles. One of such principles was the emphasis on school autonomy, evidenced in the importance that educational policies give to the Educational Institutional Project (PEI). This project is presented as a new opportunity for decision making in the schools, which facilitates the involvement and the active intervention of teachers and principals in order to adapt the curriculum and the pedagogic strategies to the local context. The paper contrasts this approach with the processes lived in the schools, in the case of the General Basic Educational 3rd Ciclo implementation, in Great Buenos Aires and Great La Plata. The political discourse about autonomy is contradicted by the provincial policies, which are experienced by the institutional actors as strongly authoritarian and technocratic, impelling changes against the will of teachers and principals, without strategies of negotiation and agreement. The article also examines the processes of PEI formulation, exploring differences among schools, in order to come to conclusions about the institutional conditions that are required to achieve an effective enlargement of school autonomy. [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]

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]