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The article presents teaching trends in terms of preferences for teaching modalities for their subjects (face to face, blended or virtual) after having gone through the COVID-19 pandemic, during which it was forced to sustain teaching virtually. An exploratory, descriptive study was carried out, with a non-experimental design, supported by a mixed approach, so that data of a qualitative and quantitative nature were worked with. 169 Argentine university professors participated and responded to a questionnaire in which they were asked about their preferred subject teaching modality, as well as the reasons that justify said choice. The results show a majority choice of blended learning, understood by teachers as a modality that meets the needs of the student, who allows, by combining face-to-face and virtuality, to access certain advantages over pure pedagogical options and ensure higher levels of inclusion. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

In this article we investigate the teacher's discomfort in relation to the educational policies implemented during the pandemic for secondary schools. We organized the analysis around three axes of conflict: 1) decision-making regarding educational policies, 2) the lack of resources to implement policies, 3) teacher working conditions. To do this, we worked on interviews with teachers from different provinces of Argentina, done with the Network for the Collaborative Study of Representations on the Pandemic in Argentina (ENCRESPA). In the investigation it is observed that educational policies are represented simultaneously as something imposed and as something to be questioned, reinvented or resisted. [ABSTRACT FROM AUTHOR]

This article presents the results of anthropological research on cancer among rural teachers occupationally exposed to agrochemicals. The study was carried out in the southeastern region of the province of Cordoba (Argentina), an area characterized by the large-scale production of transgenic crops intensively treated with agricultural pesticides. Regarding the methodology, fieldwork was conducted between 2019 and 2020 and included indepth interviews with ten teachers, as well as observations of everyday situations in the towns where they live and work. Among the main findings, it was possible to identify a hegemonic narrative that naturalizes the existence of cancer and renders it invisible; despite this, it was possible to document the social suffering it caused among rural teachers. The article concludes that there is a need to bring visibility to these conditions in order to protect the health and wellbeing of this sector of Argentine teaching professionals. [ABSTRACT FROM AUTHOR]

His paper aims to verify differences and similarities between the meaning of work and organisational culture in the perception of Brazilian and Argentinean higher education teachers. It is an exploratory study with a quantitative approach. The participants were 354 professors from public universities, 154 from western Argentina and 200 from southern Brazil. The Meaningful Work Scale and the Brazilian Instrument for the Evaluation of Organisational Culture were used (Portuguese version) adapted or validated for the Spanish. A structural model was proposed Using partial structural equations based on multigroup analysis to compare and test the hypotheses. The perception of the meaning of work is related to cultural elements of the organisation and the experiences of the subjects configured as a social construction. The analysis identified that there are more similarities than differences in the perceptions of these professionals since of the twelve hypotheses tested, the data showed disagreement in only two of them. [ABSTRACT FROM AUTHOR]

There are diverse positions and theories about the knowledge of teachers. This article intends to contribute to this debate through the presentation and development of a work hypothesis that sustains: teachers are capable of producing pedagogic knowledge beyond the explicit knowledge implied on their practices. That knowledge production is possible when given institutional conditions enable reflection and shared thought. The development of these ideas is articulated around a reflection on an experience shared with a group of teachers of an Educational Community Center of Buenos Aires City. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

In the context of Chagas Disease Control Programs schools play an important role in developing prevention and promotion activities, for which up to date and trained teachers are required. In order to assess teachers' knowledge of Chagas disease, elementary school teachers, in both rural (ER) and urban (EU) schools in Argentina in communities where there have been no educational interventions, were surveyed. The findings indicate that vector transmission is recognized by most teachers (91%) but there is a lack of knowledge of other modes of transmission. No teachers in rural areas and only 5.7% of teachers in urban areas mentioned congenital transmission. Opportunities for training were also limited and insufficient. The findings indicate the pervasive idea of Chagas disease being linked to ranches, bugs and rural areas, highlighting the need to train and prepare teachers on the subject. [ABSTRACT FROM AUTHOR]

This article discusses the relationship between education and social issues in Argentina from the mid-19th century to the early 21st century. The author comments on the sociocultural aspects of education as well as its evolution over this time period and focuses on the political involvement in education in Argentina. She also considers the progressive nature of education, including the teaching methods, educational practices, and the social outreach of educational programs. Both public and private school systems are explored.

In Argentina, teachers have traditionally been characterized as part of the middle class or the petty bourgeoisie, depending on the theoretical perspective. This characterization is usually based on the predominantly female composition of teachers as a group and on their character of wives of that portion of the population that occupies "relatively important positions in the social structure". However, few studies have attempted to account for this hypothesis and most of them are based on unrepresentative samples. In this paper we present an exercise based on a comparison of census data for three jurisdictions which have different features both in the recruitment of teachers and in their specific social and economic structures: Ciudad de Buenos Aires, La Pampa and Santa Cruz. [ABSTRACT FROM AUTHOR]

This presentation reconstructs some findings from the field work in course, carried out as part of the doctoral project "Maths teaching's conditions in low education adults" in a Primary Level Center for Adults (CENPA) in the city of Córdoba, since September of 2008 to our present time. Here, we recovered centrally certain problems derived from an original juncture in this year's work: the processes of implementation of the "Literacy and Primary Level Curricular Proposal. Permanent Education in Youngsters and Adults (EPJA)", recently approved by the Resolution n° 378/08 of the Province of Córdoba's Ministry of Education (2008). In this reconstruction we are interested in showing, from the teacher's perspectives, problematic issues in relation to the interpretation of different aspects of the referred curricular document and anticipations about its impact in teaching's management. [ABSTRACT FROM AUTHOR]

Our aim is to socialize the case study results on the merger of tertiary institutes at Universidad Autónoma de Entre Ríos (Argentina) and the faculty's social representations among the Latin American community. For this study, we follow three theoretical approaches: Burton Clark's internism, Lidia Fernández's institutional dynamics and Brown, Delhom, Clark and Lang's contributions on mergers. Based on 22 focused interviews, a descriptive study was carried out. In order to examine qualitative data, the illustrative mode, through textual excerpts, was combined to the analytical mode, through category building. This allows interpreting the process in the: teaching work structure, fusion-related meanings, dismemberment of identity, modalities and strategies, and the communicative process aspects. A thoroughful study of these personal and institutional processes helps understand conflict generating "black boxes", thus bringing new elements in to further mergers. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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.)

One of the axes of Argentina's educational reform in the 90' was the transformation of the system management, incorporating new organizational principles. One of such principles was the emphasis on school autonomy, evidenced in the importance that educational policies give to the Educational Institutional Project (PEI). This project is presented as a new opportunity for decision making in the schools, which facilitates the involvement and the active intervention of teachers and principals in order to adapt the curriculum and the pedagogic strategies to the local context. The paper contrasts this approach with the processes lived in the schools, in the case of the General Basic Educational 3rd Ciclo implementation, in Great Buenos Aires and Great La Plata. The political discourse about autonomy is contradicted by the provincial policies, which are experienced by the institutional actors as strongly authoritarian and technocratic, impelling changes against the will of teachers and principals, without strategies of negotiation and agreement. The article also examines the processes of PEI formulation, exploring differences among schools, in order to come to conclusions about the institutional conditions that are required to achieve an effective enlargement of school autonomy. [ABSTRACT FROM AUTHOR]

After 11 years of the promulgation of the Federal Education Law in Argentina, this work suggests a critical analysis of the impact the educational reform has had on the labour trajectories and work conditions of the teachers of the Argentinean educational system. The changes in the fields of Economy and Politics, the redefinition of the relationship between State and Society and its impact in the labour market, makes up the context in which we classified the reform. We stick to the methodology of analysis of the labour trajectories, looking forward to recovering the protagonists' voices, in an attempt to break away from the representations built only from an external view. We tried, by means of this cooperative construction of meanings, to pick up the dynamic aspects, by relating the social actors' practice to the structural aspects we have mentioned before. [ABSTRACT FROM AUTHOR]

El trabajo presenta los resultados de un proyecto de investigación sobre las recepciones de los profesores de la propuesta curricular efectuada en la Provincia de Buenos Aires, Argentina durante la reforma educativa de los años noventa. Las reformas fueron comunicadas a través de documentos impresos. Se analiza la recepción considerando a los profesores como lectoras de dichos textos que eran herramientas de normalización. Los textos limitan lo posible y lo cotidiano en el quehacer escolar. Se refiere a la teoría de la recepción de la crítica literaria para analizar los modos de lectura.