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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arteterapia is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arteterapia is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 21st Century secondary school in Latin America encounters multiple challenges in the face of the irruption of new technologies. The ways in which knowledge and information are accessed, produced, and distributed, question teachers and students. From a socio-educational perspective and a qualitative approach, this article analyzes the stance of the Argentine national graphic press on public policies of technological endowment in secondary schools. Through the headlines of the main national newspapers, Clarín, La Nación and Página 12, between 2010 and 2019, it is analyzed the way in which the newspapers dispute meanings, understanding that the mass media play a key role in the formation of the public agenda. The results indicate, on the one hand, that the senses granted to the incorporation of these technologies changed according to the editorial line of each newspaper and the governments that implemented them, and, on the other hand, that in the current symbolic dispute, it is identified as main discourse the novelty of technological devices at the expense of policies that reduce the digital and social gap, the development of critical thinking and the genuine inclusion of technologies in school. [ABSTRACT FROM AUTHOR]

This paper introduces part of the results of an investigation that aimed to analyze, from a socio-pedagogical perspective, the conflict and coexistence strategies between students and teachers of secondary schools in Buenos Aires City. From a qualitative methodology, through classroom observations and interviews with students and teachers from two secondary schools, we analyzed the meanings and practices they construct around different uses of cell phones in the classroom. We found meanings and practices linked to students' boredom or lack of interest, negotiations between teachers and students, and manners of regulating their use by the latter. Although cell phones generate conflictive situations and constitute a challenge to manage coexistence in school classes, we conclude that their presence in classrooms is not necessarily the cause but rather the expression of tensions inherent to the relational dynamics of contemporary secondary schools. [ABSTRACT FROM AUTHOR]

In the current context of the reconfiguration of the Argentine educational system and the new policies for higher education, our purpose is to discover the ways the major national newspapers refer to new secondary school teachers. Our study is based on a corpus of articles from 2000-2013. Using an interpretative paradigm and an interdisciplinary perspective, we make a critical analysis of the press' constructions of teacher training and performance. The results indicate that the press makes little mention of the problematic situation of new teachers, while referring mostly to mistakes in their education and training. The observed intent is to include in the public agenda the state's duty to solve the structural problems of higher education. [ABSTRACT FROM AUTHOR]