LAS PRESENCIAS ESTATALES EN ESCUELAS CONFIGURADAS COMO COOPERATIVA.

In this article, we reflect on the ways that state presence intervenes in processes of structuring teaching work. We base our study on data constructed from ethnographic fieldwork carried out in two private schools, both configured as cooperative, in the city of Buenos Aires. To this end, we document various forms of state presence in the two schools, along with individual positions regarding such interventions. We analyze the changes in teachers' working conditions once the cooperative is created, and describe teachers' relations with each other and with the state. [ABSTRACT FROM AUTHOR]