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Freud and his entire group defied conventional political codes and embarked on a social mission committed to issues that are surprisingly relevant. Why do we "forget" this aspect of psychoanalysis, and why did the movements of the 70s fail to do so either? What happens today? To the debate about the decriminalization of abortion in Argentina, as to so many other discussions (such as egalitarian marriage or gender identity issues), psychoanalytic institutions and their psychoanalysts have arrived late or, worse still, we have not arrived. Are not the social and public debates, which later elaborate state policies, also the places that the founders, especially Freud, taught us to occupy? [ABSTRACT FROM AUTHOR]

Discussing anthropological knowledge construction processes entails reflecting upon different connected dimensions. Epistemological and theoretical-methodological positionings with different political consequences are intertwined. In addition, institutional conditions and the socio-historical context in which certain local and global disciplinary trends are inscribed must be taken into account. This paper looks into the processes of socio-anthropological research I have participated in over the last decades with schools, teachers, teacher unions, indigenous peoples and groups in conditions of structural poverty. I will particularly focus on the modalities of ethnographic co-research that we have implemented in several projects. I will attempt to show some of the theoretical-methodological potentialities that ethnography contributes to group/collective processes of research as well as limits in its development. Finally, I will mention some of the contemporary challenges anthropological knowledge faces in present Latin America. [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]