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This paper presents theoretical and methodological aspects of a current doctorate sub-project referred to the psycho-social processes involved in the construction of demands by youngster and adult education (EDJA in Spanish). It belongs to a framework project which analyzes factors and processes that takes into account the situation of the demand of EDJA in popular sectors of Buenos Aires City (Dir.: Sirvent) that has diagnosed a situation of deep educational poverty and the validity of the principle of accumulative advance in education. The paper presents some analysis categories integrative axis. It emphasizes in one of these axis, centered in the educational trajectory, starting from a life story taken as a case study that allows us to understand the development of the construction of demands processes in the dialectical interplay among the schooling, the EDJA and the social learning, considering the subject in their integrity and in their vital, family and socio-historical context. There are educational lacks which accumulate and feed each other, causing exclusions and configuring inhibiting psycho-social aspects. However, the dynamics of the stimulating learning are also observed. Our future work aims to combine investigation and intervention on these problems through participative instances of collective construction of knowledge. [ABSTRACT FROM AUTHOR]

The aim of this paper is to think about epistemological issues raised by psychological research on education, particularly those related to children and scholar construction of knowledge during developmental and learning processes. The "neutral" approach of psychological research about this area has been criticised by critical pedagogues. Mainly the occultation of relationships between psychological theories and educative practices has been questioned, specifically the legitimating role of the formers about the medical and pedagogical practices. This paper discuss the exclusive role sometimes devoted to normative character of psychology and tries to recuperate the possibility of objective construction of psychological knowledge. This will be based on epistemological criticism to social conditions of research, beside the philosophical, ontological and epistemological underpinnings which framed the election of research objects and methodology. Even more, this work addresses the imprecision of concepts produced by researchers. According to us, some of these considerations are valid to other disciplinary studies about education, as sociology, anthropology, and even didactical and curricular research. [ABSTRACT FROM AUTHOR]

This paper intends to show progress made in the "Cognitive and Metacognitive Scaffoldings project in the university pedagogical education: The case of students who are studying at the Faculty of Education in the School of Education Sciences FFYH. UNC." The research work continued to deal with the subject of the inquiry conducted by Lic. Cecilia Ziperovich since 1995, with the collaboration of a team of research professors from the UNC. At this new investigative stage the aim of the study was to contribute some reflections intended to help rethink the loans of conscience, and the cognitive and metacognitive scaffoldings that the teaching staff transfers to the students--who are future teachers. We set out to identify which scaffoldings the teachers propose and interpret the meanings that the students seem to assign to them. The methodology of this investigation was qualitative of an exploratory and descriptive type. It encompassed, as its universe, teachers and students of a module of the teaching career in Philosophy, History, Literature, Psychology, Mathematics and Physics taught by the School of Education Sciences of the Faculty of Philosophy and the Humanities of the UNC. We worked with data from different sources to favor the triangulation of them. The following techniques were used: - Questionnaire self-applied by the students: 83 questionnaires were taken and processed - In-depth interviews with teachers - Analysis of the program of a module of the career plan for teachers. - Analysis of exercises of evaluations and practical works. [ABSTRACT FROM AUTHOR]

This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]

This work shows some of the progress made in the investigation "The learning process: between the instituted and the personal stories". Teacher's representations and learning matrices in students from the Teacher Training Institute (IFD) in public Management Technologies of Córdoba Province”; project directed by Cecilia Ziperovich and selected in the Picto-educational call from the Argentinean Ministry of Education and Science, for the years 2008/09. The purposes of our research are focused on continuing the investigation of the socio-pedagogical processes that take place the Institutes of Superior Education (Colleges) to turn them into analytic objects, mainly in the non-university Superior Education. In this Framework we registered the progress of the research process carried out in 2008 about the learning issues of young and adults participants, situated in a peculiar educational context, the only IDF of Technology in the city of Córdoba. Based on previous studies, we anticipated that the learning subject (the student), with whom the teachers coexist, appears -somehow- unknown both in their ways of learning and in their learning stories. In this paper we focused the analysis in the stories about learning that these students carry, their choice of pursuing a teaching degree and how these operated in their learning possibilities. [ABSTRACT FROM AUTHOR]

This paper presents secondary school students' in poverty perceptions related to the mass communication media, their daily life, and school. The intention of the research is to reconstruct from students' sensemaking, the processes of cultural mediatization, which nowadays takes place in the construction of the lack of interest and apathy that students show with increase intensity in classrooms. The fact that school is lived as a scenario in which students expect few interesting things to happen, effects on students' practices. In general, this situation, impoverish the learning experience and the human relationships that teachers and students develop. Reconstructing school mediatization that a group of students experience, helps us to understand how the media is affecting the legitimacy that school used to have on what and how to teach, and allows us to show new forms and contents through which young people learn today. [ABSTRACT FROM AUTHOR]

This paper exposes a series of thoughts -based in the author's experience as a researcher and institutional analyst in the field of education- concerning the "silence of pedagogy" in educational research. This idea critically challenges the inexplicable of this absence and it recovers some of the thesis of some researchers and scholars about this matter. This work admits the crisis of Pedagogy as a discipline in the Postmodern and it is concerned the validity and necessity of the problem stated. This article places the core of the problem in the bond between teaching and learning subjects, and it questions about new "pedagogic issues" that require answers before new subjects, their necessities and demands in school educational field. [ABSTRACT FROM AUTHOR]

This paper focuses on teachers as mediators in written language acquisition within youngsters' and adults processes in classroom contexts. This is an analytic account of class registries from a socio-cultural perspective. Advances in a theoretical definition of teacher mediation in urban contexts of youngsters' and adults' alphabetization processes are presented, and teaching resources are analyzed as constituents of this conceptual category. [ABSTRACT FROM AUTHOR]

This paper is a by-product of a reasearch work on ⪡Learning problems and failure⪢ currently being carried out in the cities of Resistencia and Corrientes; and it characterizes the present day situation of adolescents and their teachers in contexts of high social vulnerability, in order to prove that the problem of ⪡levels of school demands⪢ is a key aspect to solve in pedagogic tasks in high schools and in reference to the learning subjects. [ABSTRACT FROM AUTHOR]