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Copyright of Cuestiones de Sociologia: Revista de Estudios Sociales is the property of Universidad Nacional de La Plata 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 article addresses the relationship between school experience, emotions, and inequality in Argentine secondary schools. The student school experience in secondary school change policies (Re-entry Schools, City of Buenos Aires; PROA, in the province of Córdoba) is reconstructed, observing emotions, the bond with their teachers, and the place of knowledge and learning. In both policies, the experience is pleasant, but when disaggregating said emotionality, differential ways of guaranteeing the right to secondary education are glimpsed. On re-entry, a recognition link is mainly built; At PROA, academics and enjoyment of learning are emphasized, but with selected young people who have a relationship with knowledge close to the school proposal. [ABSTRACT FROM AUTHOR]

The covid-19 pandemic deepened the crisis and structural inequalities that the Latin American region and Argentina in particular were going through. This article addresses its impact on the real estate market activity and on the dynamics of residential urban expansion in the La Plata district. The research methodology combines quantitative and qualitative techniques, based on an analysis of urban land prices and supply during the pandemic, semi-structured interviews with key informants and a survey of newspaper articles. The research shows the oscillations suffered by real estate activity, as well as an extraordinary decrease in land prices in dollars and an oversupply of real estate for sale. In the dynamics of urban expansion, there was an increase in the demand for land in the periphery and for larger housing units, together with an increase in land acquisition as the only alternative to access land in the face of the housing urgency, the lack of income caused by the crisis and the preventive measures of contagion. However, despite the decrease in prices and the oversupply of real estate, the possibilities of access to land continue to be reduced for broad social sectors. [ABSTRACT FROM AUTHOR]

Copyright of Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia 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 EURE is the property of Pontificia Universidad Catolica de Chile 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.)

This paper formulates a proposal for the construction of two composite indicators of social inequality intended for the comparative analysis of the social stratification between Spain and Argentina as a result of various comparative research advances carried out in different projects over the last few years. A multidimensional theoretical perspective on social stratification is adopted and an analysis model for comparative study between the two countries is implemented, which incorporates the gender dimension, which reduces coverage bias selecting the entire society and which takes into account household as an analysis unit, thus avoiding population dismemberment. We hypothesize that both countries maintain similar general patterns in terms of social stratification that structure the social inequalities of households. Although structuring patterns are common, the levels of inequality they entail are accentuated in the case of Argentina. We also understand that these levels are reproduced both when whole of society is taken into account and when only households with an employed population are considered. To account for the hypothesis, the article presents two strategies that seek to obtain two measures of social stratification as composite indicators. On the one hand, following the typological construction methodology that we call structural and articulated, where we seek to obtain a qualitative measure through a Typology of Social Stratification (TSS). On the other hand, and in the context of this methodology, we propose to generate an alternative composite indicator that measures inequalities with a quantitative variable through a Social Stratification Index (SSI). In both cases, the ultimate objective is to use these measures in the comparative study of social stratification over time and through space. In this paper, Spain and Argentina are compared with 2018 sectional data and the hypothesis is partially corroborated. [ABSTRACT FROM AUTHOR]

Copyright of Bitácora Urbano/Territorial is the property of Bitacora Urbano/Territorial 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.)

Social distancing and isolation measures in response to COVID-19 have confined individuals to their homes and produced unexpected side-effects and secondary risks. In Latin America, the measures taken by individual governments to mitigate these new daily and experiential risks have varied significantly as have the responses to social isolation in each country. Given these new social circumstances, the purpose of this article is to investigate, from the sociological approach of risk-taking, the relationship between confinement, secondary risks and social inequality. The author argues that secondary risks, despite their broad scope, are deeply structured by social inequalities in contemporary societies, especially in developing countries. To corroborate this hypothesis, a quantitative comparative analysis is performed for the Argentine case. Using data from a web-survey and correspondence analysis (CA), there are three major findings: (1) there are some widespread experiences similarly distributed across all social strata, especially those related to emotional and subjective matters; (2) other risks follow socio-structural inequalities, especially those corresponding to material and cultural aspects of consumption; (3) for specific vulnerable groups, compulsory confinement causes great dilemmas of decision-making between health and well-being. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga 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 Revista Española de Sociología is the property of Federacion Espanola de Sociologia 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 Diálogos Pedagógicos is the property of Universidad Catolica de Cordoba 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.)

This article explores the way in which the school appear in Argentina's shantytown poetry. The main purpose is to incorporate to the Educational debate the voices of those who live under vulnerable conditions. Through this analysis it is possible to go in depth on the view of the portrayal of the school and its activity from a different perspective. In this sense, there were three main viewpoints that were identified according to the type of activity that the school fulfills in each of the poems: the school as an obstacle, the school as a mechanism of social reproduction and the school as an opportunity. This analysis shows how the concept of school is shaped by context and how it appears, paradoxically, as one of the mechanisms that generates that context but which, at the same time, has the power transform it. [ABSTRACT FROM AUTHOR]

Copyright of EURE is the property of Pontificia Universidad Catolica de Chile 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 article is based on the results of two studies that record changes in the forms of secondary schooling for young people from different social sectors. Analysis centers on the institutional strategies of personalization, a process teachers use to offer relatively permanent support to student learning. Such dynamics emerge from the new demands of inclusion that affect secondary schooling as a compulsory level in the educational system. The research addresses institutions that educate elite groups and schools that enroll students from marginalized social groups that have been excluded from secondary school. Thus questioned are the continuities and differences of the personalization processes of relations between teachers and students in contexts of social inequality. [ABSTRACT FROM AUTHOR]

The article examines the child rearing and the care of children in contexts of social transformation and inequality in Buenos Aires, Argentina. It focuses on certain assumptions that attempt to limit the educational practices of poor sectors concerning the traditional patterns which are restricted to the privacy of family life. It analyzes the various factors that influence the upbringing and the attention of children as well as the non formalized institutions where the children belong to.

The article explores the determinants of socialization and rearing opportunities in children and adolescence in Argentina. It mentions that the different life paths and transitions that influenced the new generations are linked to various factors of the households' social terms as well as to socio-economic and political -institutional nature. It examines the influence of the type of household in it's social stratification.

Throughout this project, we show partial results related to the fields of reading and writing in Salta, within the No 180 Investigation Project about the "Intersection between inequality and Secondary school: an analysis of the dynamics of production and reproduction of scholastic and social inequality" conducted by Dr. Inés Dussel (FLACSO). We have analysed the teachers' discourse from six different institutions about the reading and writing practice in class, beginning from a comparative analysis of thorough interviews, later contrasted with categories such as the teachers' training and career, together with the processes of institutional identification. Our hypothesis is that social inequality is built up within the relationship between institutions, the teachers' representations about the adolescents, and their reading and writing practice in class. We therefore reach the conclusion that the teachers' social and professional careers as well as their relationship with the institution's foundation contract and the school institutional culture gain an explanatory characteristic with respect to the way in which the stratification of society and also the reading and writing practice in class is woven together, resulting as a consequence in the production and reproduction of inequality. [ABSTRACT FROM AUTHOR]

The aim of this article is to analyze the social production of the "parental responsibility" in contexts of social inequality from an anthropological point of view. We will explore, based on ethnographic records, the practices and meanings related to the social production of a "responsible parent" in poor neighborhoods in the suburbs of Buenos Aires city, that go along with the changes produced in relevant spheres of social life. The hypothesis we maintain is that in contemporary contexts the social definitions regarding the paternal and maternal responsibilities include a wide range of social actors as well as complex appropriations of values typical of modernity, many of them related to the separation between the spheres of "public" and "private" life. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espanola de Antropologia Americana 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.)

This article presents an ethnographic registry of the Education Reform experience in a school in Buenos Aires province. Our goal has been to approach the distinctive social processes of the education arena and of Argentina in the nineties as well as its relationship with the appropriation of sense in specific scholar contexts. The implementation of the education reform rules, that takes place in a growing social inequality frame, is articulated with each institution history and the active mediation of the actors. In the same dynamics, the intention of our research has been to approach the social production processes of the reform politics considering their impact on the subjectivities and institution traditions. [ABSTRACT FROM AUTHOR]