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This paper analyses one particular experience of Human Rights Education at the university environment: the "Seminar on Justice and Human Rights" at the National University of Lanús, Buenos Aires, Argentina. The course is compulsory and cross-cutting for students taking undergraduate and undergraduate degree courses at that institution. The general objective of this research was to find out how cis women, cis men and the LGBTIQ+ community experienced this type of training spaces. The analysis was carried out from the perspective of the participants, especially the students, which is a fundamental and understudied approach in this field. The methodology used was mixed: both, 1703 student surveys conducted in the period 2017-2022 and three semi-structured interviews with teachers during 2023, were analysed. Among the main results, it was observed that the cis-male group showed less interest in gender issues and in the fact that there is this type of compulsory education at the university environment, compared to the other groups. In addition, it was noted that the different groups are questioned differently, depending on the topic in question. Finally, the article ends with some reflections on masculinities in the processes of Human Rights Education at university. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

This study is an exploratory review about teaching practices at Argentinean public universities published between 2010 and 2019. The sample was constituted by 20 papers. The methodology was qualitative based on content analysis in three axes: work methodology, teaching practices description and characterization of the public university. The results showed a predominance of qualitative methodology, in particular of narrative approach. The aim of studies was teaching practices themselves in most of the papers, followed by directly related issues and, finally, in a few papers teaching practices were part of the aim of the study. Almost all of the papers collected data on public universities, but only a small number included the analysis of the university context in their studies. The results are discussed based on the particularities of university education in the local context. [ABSTRACT FROM AUTHOR]

The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

In this paper we try to analyze some recent and ongoing changes that are taking place in the Uruguayan higher education system. Based on a system historically conditioned by the presence of a single public university, we try to briefly review the changes at this educational level in recent years, hand in hand with different national governments. In a regional scenario of increasing privatization from which Uruguay was apparently on the sidelines at times, we examine the characteristics of some changes that are taking place now and may constitute advances in a certain wave of privatization. We use contributions from the educational field, higher education and public policies and we conclude the text problematizing how novel these changes are and their possible impact given certain national characteristics. [ABSTRACT FROM AUTHOR]

This paper results from the intersection of two research projects devoted to teacher education processes at a University in Argentina. It wonders about the role of unpaid teaching assistants, specifically in the English Teaching Education Program, in order to explore the value that pre-service teachers recognize in those experiences. Framed under qualitative research and influenced by narrative inquiry, the methodological design includes two recursive steps with focus groups, document analysis, and autoethnographic records. This study uses the resulting polyphony to produce contents that not only narrate the virtues of inhabiting intermediate spaces but also point in the direction of mentorship and guided practice as fruitful instances in the construction of the teacher self in these contexts. [ABSTRACT FROM AUTHOR]

This paper provides a view on the appropriation of Information and Communication Technologies (ICT's) from the perspective of digital contents. The methodology was aimed at identifying trends in the use of ICT's, through the application of a survey type instrument (Likert), answered by 404 teachers. Practices in the use of ICT's, criteria for choosing content, methodological strategies and training in the use and development of content were consulted. The results show a discursive gap between the importance given to ICT's and the teaching practices. It was identified that the respondents have been using the same tools for the past two decades. Besides, there is little implementation of educational innovation projects in their teaching. Likewise, ICT's are assumed as a support for face-to-face teaching and teachers are more consumers than content producers. These findings contrast with the acceleration of the appropriation of ICT's caused by the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper shares some interpretations of stories of young people linked to the decision-making process that they are going through regarding the fact of having to live outside the family environment, decision justified mainly in the pursuit of continuing studies at a higher level, a topic developed in a research called “Student migration and the beginning of a university career. Youth experiences: from the imagined project to the concrete project”. We worked from a longitudinal qualitative approach, identifying aspects of the youngster’s trajectory, from the sixth grade of secondary school to the first two years of arrival in the city of Córdoba. In this instance, we will focus on the step prior to migration. Interviews were conducted with young people and mothers, in 2018 and 2019, in order to know how the mobility and study project is imagined and defined, as well as options, expectations and decisions. [ABSTRACT FROM AUTHOR]

This chapter is divided into three somewhat disjointed parts. I have not tried to create artificial transitions. The first section is an edited transcript of only part of what actually happened at the podium ¿can the subaltern speak?. The second part is something like a prepared paper. The third part is answers to a series of questions generated: how can the humanities produce the intuitions of democracy in the broadest possible race, class- and gender-diversified sector of the population? What is it to teach the humanities? What is the in-built aporia of democracy? How do we confront the inevitable corporatisation of the entire education system? What is the role of the curriculum? What is the relationship between class, race, and liberal education in our countries? What is the relationship between a will to social justice and enforcement? What is it to interpret a history of violence and use it without accusation or excuse within the broadest interpretation of the academy? Why is national liberation not a revolution? How do we combat the anthropocene? [ABSTRACT FROM AUTHOR]

Conceiving the curriculum as an element in which different knowledge and interests get inside the game, in this paper, we propose a compilation of background records that have addressed curricular change and, while analyzing some of them, we propose a particular way of approaching to the analysis of this process taking into account current research. The precedents are located mainly in universities in Rio de la Plata countries and analyze the change from two spotlights: subjects and products. The comprehension of these processes would be enriched if the institutional and disciplinary logics that operate in the change were considered, at least in undergraduate programs of certain areas of knowledge. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

Taking into consideration the gap between the explosive growth of enrollment of new students and the small number of graduates, this paper explores the processes of attrition and slowing that increase the distance between theoretical duration and real duration of university courses. Taking as an object of analysis the behavior of students in the University Technical Degree in Cultural Management, -Faculty of Architecture, Planning and Design, UNMDP, we have made a cut on the Cohort 2009 to explore the current dynamics, among the factors that enhance the low rate of graduation, persistence or prolongation of studies and the attrition process of students in the institution. [ABSTRACT FROM AUTHOR]

This paper aims to communicate and discuss aspects of the research process as part of a doctoral degree, carried out within the clinical approach in a broad sense, studying the task at university classrooms. The research's scope and its epistemological and methodological framework will be described. Then we will focus on a central and specific problem such as construction of sense. This will be addressed from several perspectives. From an epistemological one, it will address the construction of sense of the clinical approach, which considers it a peculiar relationship between researcher and research object. From a methodological perspective, it will address the interpretative-jump from collected data which allows the construction of theory. From a subjective perspective it will analyze the complex nature of involvement of the researcher, especially considering that this is a double hermeneutical process. Finally, from a substantive approach, the relationship between epistemological and methodological framework and the theoretical thesis will be analyzed, related to the knowledge built on task, as a result of the investigation. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

In the European context, a group of integration policies, included in the process of Bolonia, introduced lines of action as an opportunity to revise professional training and transform higher teaching through a process of development of autonomy, meaningful participation and availability for personal development through life. From this perspective, this paper analyzes the development of autonomy in students at initial teacher training, using their narratives and keeping in mind the different training situations in which they are immersed. These narratives revealed a declared autonomy when students speak about the implications of the process of Bolonia and their own learning. On the other hand, through narration in its tridimentional perspective, acquired dimensions of autonomy are revealed, which are built in their biographic, relational and institutional trajectories, even before starting the initial training. [ABSTRACT FROM AUTHOR]

In this paper the problem investigated is linked to the need to know the characteristics of young people entering university life and some of their psychosocial references. Also, we identify characteristics on the population of different careers so we could relate particular psychosocial characteristics to personal and school paths. In addition, we aimed to investigate distinctive features of each population to establish relationships between prior arrangements, career choice and college journey. We worked with the population of three different careers: Psychology, Graphic Design and Public Accountant, at a private university in the city of Córdoba. The methodology used was a mixed approach, using surveys and interviews. In this opportunity, we present the first results concerning sociodemographic aspects, career choices and changes occurring in the new student life. [ABSTRACT FROM AUTHOR]

We present an analytical reflection on our experience as adscriptas a la investigación, a term used in Spanish to describe the role of those who volunteer as students to be in an apprenticeship relationship with experienced professors-researchers at our public university (School of Humanities) in the metropolitan area sorrounding the city of Buenos Aires. We have analyzed and written our piece in two voices, as we are both apprentices. Methodologically, we start from our work logs, audio recordings and photographs to make an analytical description of the assignment, which is divided into three sections: the place of others in the construction of knowledge, word in dispersion and resistance, and spaces and bodies that communicate in themselves. Our reflection accounts for the learning and transformation opportunities generated from the implementation of a new pedagogical practice for us. Thus, we observe that a space was created in connection with others that favored parity, horizontal communication, and, together with it, the collective construction of new knowledge based on local epistemologies. [ABSTRACT FROM AUTHOR]

This paper addresses the confluence between didactic strategies aimed at students' construction of knowledge and the potentials of asynchronous virtual learning environments, as spaces where educational processes predominantly take place through electronic reading and writing. Asynchronous written communication may help students to appropriate and reinterpret their own words and those from others and allows the professor to recapitulate what is produced by this textual community. Finally, this kind of interchange raises challenges and questions about the transformations of reading and writing in the new online environments. This work is based on the observation of the virtual class fora and the qualitative and interpretative analysis of the didactic interchanges with a focus on the professor's interventions. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]

Conceiving the curriculum as an element in which different knowledge and interests get inside the game, in this paper, we propose a compilation of background records that have addressed curricular change and, while analyzing some of them, we propose a particular way of approaching to the analysis of this process taking into account current research. The precedents are located mainly in universities in Rio de la Plata countries and analyze the change from two spotlights: subjects and products. The comprehension of these processes would be enriched if the institutional and disciplinary logics that operate in the change were considered, at least in undergraduate programs of certain areas of knowledge.