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Gender and women's studies have become more visible in recent years. A tangible advance not only in academic terms, but also at a social and educational level. Although these issues have gained notoriety in our country, we note that this does not affect the same intensity in the educational field. At secondary level, these issues enter preferably from the hand of the Comprehensive Sexual Education Law (Law No. 26,150) although this does not happen systematically. We ask ourselves then about the History that is taught not only in high school, but also at University. Within this framework, we promptly inquire into the entry of these issues within the History Teachers Program at the National University of La Plata. In sum, this is a paper that tries to question which historical subjects regain voice in the teaching of university History and at the same time it presents the curriculum as a cultural, historical and gendered device. [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

This paper has the purpose of contributing evidence about the complexity to which the schools and the teaching staff have to afford when they have to deal with the changes of Information and Communication Technologies (ICT) and their educational use. We begin with the presentation of the investigation from which this text comes and argue that the professional histories of life constitute important evidence to understand what is happening at schools. Then, we focus on the situation of the ICT in education. All the teachers who participate in this investigation, except one, said that ICT were the cause of transformations and important changes for education and also an object of personal and professional questions and reflection, whether they were used in the classroom or not. That is why we studied this topic from three different angles. In the first place, we briefly referred to how the ICT ate changing the way in which people relate with information and how they place themselves in front of learning; to face difficulties of education systems and start using ICT oriented to get ah improvement of school and the learning process of students and teachers. Finally, and before the conclusions, we take some extracts of the professional lives of eleven teachers that offer their corporized experience in relation with the ICT. [ABSTRACT FROM AUTHOR]

This paper aims to present the need to introduce recent History in the secondary school curriculum, discuss the difficulties implied in such decision, challenge the objections raised by the "Historical Corporation" and advocate for its importance in the development of individuals as citizens. [ABSTRACT FROM AUTHOR]