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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]

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This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students' expectations about the future. [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.)

This article analyzes factors affecting food access and consumption on the part of domestic groups during COVID-19 lockdown in Villa 21-24 of the City of Buenos Aires during April and June 2020. In a context marked by high rates of poverty and malnutrition due to excess, it was possible to observe the influence of food environments with abundant ultra-processed and industrialized products, especially flour, through different access channels. The relationship between the role of women and intra-household food management shows that those who bear the burden of hunger are women. Food availability is assured without questioning its quality, but access to food depends on individual management, rendering them invisible as rights-bearing subjects, with a particular impact on children and adolescents. [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 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 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]

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]