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For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

This paper presents an analytical aspect of the results of the research project Formative experiences: transmission between generations and educational spaces, referred to the ways of naming what occurred in Argentina during the last civicmilitary dictatorship, the different journeys, trajectories and approaches to the subject. In this paper we introduce the first approach to the analysis of information produced from the implementation of the educational project. We attempt, on a broader sense, to present some provisional insight following questions that guide our research project: What appropriation processes on the memory of the dictatorship are produced in new generations? How do professorship students make sense of the last Argentine civic-military dictatorship? [ABSTRACT FROM AUTHOR]

In this paper, we are interested in presenting our ongoing research and findings on the practice of Extended Learning Time (ELT) in a primary school in Cordoba City, Argentina. First, our object of study, the construct of ELT settings, shaped in place and time by the impact of the present Extended Day Policy and Procedures, the appropriation, and the forms acquired by the institutional task. Second, the methology and strategies employed in our field work will be developed in detail. Third, our first findings will be addressed, taking into account the following relevant aspects of the institutionalization process of ELT: the origin of the School Extended Day Program, the framework of time and use of classroom space, the approach and assessment of performed pedagogical tasks (the elaboration of integrated projects, pedagogical pairs classroom tasks and a workshop classroom model). Finally, our analysis and some of the questions that emerged during the process of our investigation will be shared, focusing specifically on the cultural characteristics of our institution that have made possible the realization of this program as well as the effects of the above mentioned policy on the subjects. [ABSTRACT FROM AUTHOR]

In this paper, we work about the sense that the concept of inclusion acquired as a guiding principle of educational policies in the context of progressive governments 2003-2010 in Argentina, Uruguay and Brasil. We describe and analyze some educational policy programs aimed at educational inclusion in those countries based on theoretical contributions and political perspectives. [ABSTRACT FROM AUTHOR]