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This paper presents part of the findings of a research that analyzes the local implementation of the socio-educational program Red Comunitaria de Apoyo Escolar (Ministry of Education, CABA), which operates under the model of associated management with civil society organizations. We will analyze the articulations generated within the framework of this program between mothers of primary school students who attend the school support program of the Madre del Pueblo Club, the coordinators and educators who work in these spaces and the directors of two schools in the Ricciardelli neighborhood. The transversal axis of the analysis are the perceptions of the family referents on school support, showing how the meanings they construct around informal schooling differ from those constructed by the directors of schools and territorial teams. It will be shown how school support centers constitutes a support (Martucelli, 2007) that allows families to replenish a cultural-scholastic capital (Bourdieu, 2000) to accompany their children in schooling. The research assumed a qualitative approach, using the case study methodological strategy. Ten indepth interviews were conducted with the aforementioned actors during 2021. [ABSTRACT FROM AUTHOR]

This text presents some of the results of the PhD research in Educational Sciences (Faculty of Philosophy and Humanities, UNC) developed between 2018 and 2022, which sought to study school discontinuity through student absenteeism in two secondary schools in the city of Cordoba. The thesis is entitled "Discontinuities in school time in secondary education. An investigation on the presences and absences in the schooling of the new generations". In this paper I will focus on the normative regulations about absenteeism and non-attendance through the redefinition of the academic regime. I will focus on the two regulations that continue to intervene on absenteeism in the province of Cordoba, in order to problematise the typology of justified and unjustified absences. I then analyse the ways in which absences are regulated in the two schools investigated through reinstatements and justifications. Finally, this development allows us to reflect on the relationships between attendance, inequality and normative and pedagogical interventions on absenteeism in secondary education, recognising the achievements and pending challenges in the process of institutionalisation of compulsory schooling and democratisation of secondary education. [ABSTRACT FROM AUTHOR]

The journal Cuadernos de Educación presents a new issue that seeks to expand and enrich the debates and production of knowledge about contemporary challenges in education. This issue includes eight papers and two reviews that address topics such as the crisis in schools, the participation of young people in educational research, and the expansion of rights in educational processes. The importance of collective memory and a rights perspective in educational research is highlighted. The article focuses on the educational levels of primary, secondary, and university, analyzing specific problems and challenges of each level. Six articles stand out, including research on the right to education in popular territories, school absenteeism in secondary schools in Córdoba, student support policies at the National University of Rosario, university admission policies at the National University of Córdoba, school trajectories at the primary level in a popular neighborhood in CABA, and the rights of children in the Primary Education Teaching Program in Río Negro. Reviews of academic exchanges and a book on adolescence are also included. [Extracted from the article]

This paper presents the progress of an ongoing investigation on the institutionalization process of the Extended Day (JE) in a primary school in the city of Córdoba. The study aims to reconstruct and characterize the implementation of the school time extension policy, paying special attention to the pedagogical task and formative experiences that are deployed within the framework of this modality. Our main interest was focused on exploring alternatives to the more traditional production of knowledge in qualitative research and we set out to develop a work in which to generate reflective instances with the participating subjects, putting relevant aspects of the field material to discussion-reflection. This text is intended to communicate one of these instances of exchange where three significant aspects of the pedagogical task in JE were addressed: the place that boys and girls occupy in pedagogical relationships, work in pedagogical pairs and classroom-workshop instances. It will focus on how pedagogical relationships are built, paying special attention to the senses that listening acquires: as a way of getting to know children and their problems, as a space for dialogue and subjective construction, and as an instance of recognition of knowledge to elaborate pedagogical proposals. [ABSTRACT FROM AUTHOR]

This paper analyzes the formative experiences that take place in the school lunchroom. For this purpose, it is situated in shelter school located in the southern region of Mendoza. The process of children's involvement in school culinary practice is analyzed, paying attention to the ways in which peer relationships develop and describing the process by which students participate in increasingly complex ways. It is identified that in the participation process students go through three moments; in each one of them students are referred to as small, medium and large in the school context. These classifications are linked to belonging to certain grades, but they also imply the recognition of knowledge about the practices that take place in the school lunchroom. On the other hand, in these different phases, boys and girls are linked in different ways with their peers, assuming different forms of participation in the development of the task. [ABSTRACT FROM AUTHOR]

For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

This paper presents an analytical aspect of the results of the research project Formative experiences: transmission between generations and educational spaces, referred to the ways of naming what occurred in Argentina during the last civicmilitary dictatorship, the different journeys, trajectories and approaches to the subject. In this paper we introduce the first approach to the analysis of information produced from the implementation of the educational project. We attempt, on a broader sense, to present some provisional insight following questions that guide our research project: What appropriation processes on the memory of the dictatorship are produced in new generations? How do professorship students make sense of the last Argentine civic-military dictatorship? [ABSTRACT FROM AUTHOR]

This paper is part of the study on the transformations in the organization of the teaching school work that gives continuity to the analysis of the relations between pedagogical field and teachers' union field in Córdoba province. The aim of this paper is to describe, from a sociohistorical perspective, some principles that structured the model of organization of the teaching school work arisen with the teachers' statutes in the late 50's; its legitimacy conditions and working and pedagogical implications; as well as its limits as part of the processes of educational massification, new state demands towards teaching work and the progressive recognition of education as a right. From there, the emergence of new principles that begin to regulate the organization of teaching work is presented as a hypothesis. [ABSTRACT FROM AUTHOR]

This paper is part of the research “Work of teaching, material culture and transmission of contents. Case study in Secondary Schools of the Province of Córdoba” (FFyH, UNC). It presents initial advances in the study of the relationship between the New Academic Regime of Secondary Education of the Province of Córdoba (NRA), the teaching and teaching work of teachers of technical and oriented secondary schools. From an exploratory approach, on the one hand, try to describe what the NRA regulations consist of, as a device, and the characteristics of its implementation; and the other hand, to recognize the senses and knowledge built by teachers in the encounter between the definitions and demands of the regulations with the conditions of teaching work, significantly deteriorated. The expressions of professors interviewed show not only the doubts and expectations generated by the proposal of change that implies the NRA but also the modes of institutional resolution and the pedagogical-didactic strategies built in schools. This is experienced by teachers as opportunities and possibilities. [ABSTRACT FROM AUTHOR]

The work is framed within the Project Reinventions of schooling in public schools. Institutions, subjects and experiences in times of demands for equality and aims at the institutionalization of obligatory secondary school in socially complex contexts. The time that has elapsed, the complex sequence of programs and projects and the daily work of teachers, allow for a broad panorama of questions to be reviewed. Among these issues, in this paper we address the ways in which adults position themselves vis-à-vis young people in a school located in a neighborhood crossed by strong tensions and growing inequalities. We recovered the categories elaborated in the framework of the research to focus on views and practices in which young people are considered in their context and inscribed in the terrain of a possible inclusion. The aim is to problematize the way in which adults deal with different situations and link them to the recognition of adolescent otherness within the framework of the processes of institutionalization of extended compulsory education. In this sense, and from the analyzed accounts, we propose - from the institutional perspective - to think of the democratization of the school as a work of pluralization of symbolic places and subjective anchors, facing the obstacles arising from the erasure of the subject in the neoliberal public and educational policies since 2015 and the social conflict unleashed as a result of them. [ABSTRACT FROM AUTHOR]

In this paper we share reflections produced in the framework of the research project “The right to secondary schooling. Contributions to the (de)construction of schooling conditions and the school format.” We are interested in how schooling processes unfold in secondary schools, particularly in the movements, resistance and changes in the spatial (and temporal) dimensions of school organization, within the framework of inclusion policies to guarantee compulsory secondary schooling and the right to education. Here we present some analyses of these processes in two public secondary schools in the city of Córdoba. The study perspective is socio-anthropological, and from an interdisciplinary perspective, we seek to recover/raise awareness on senses and meanings constructed by school actors in the production of these schooling processes. Likewise, we advance in the theoretical and analytical construction of school spatiality, enhancing pedagogical debates with contributions from other social sciences. [ABSTRACT FROM AUTHOR]

This article is the result of a concluded research focused on the experiences of participation and subjectification of young people in popular areas in the context of a socio-educational program known as Center of Juvenile Activities, CAJ, in Spanish, in Córdoba City. In this paper, we reconstruct the senses attributed to CAJ by the group of young participants, understanding these meanings are woven into the research team’s own approach and conception of this program. This case study was done in the framework of the qualitative interpretative paradigm. The empirical corpus, analyzed from the Grounded Theory, was composed of semi-structured interviews, records of participants being observed and analysis of documents. On the basis of the juveniles narratives we were able to reconstruct four main senses in relation to CAJ: I) learning space intertwined with pleasure that enabled the acquisition of tools for development in today’s and tomorrow’s everyday life; II) horizontal space of juvenile participation that enabled inner organization and participation in scenarios of ordinary revindications; III) space for extended social juvenile interaction based on reciprocity and respect; IV) space for a created and yearned for family with the possibility of experimenting with various inter and intragenerational bonds and even with bonds different from habitual ones. These senses were intertwined with the educator team’s own ideas, proyections and dispositions of CAJ. The educators believed in the forging of intragenerational bonds based on mutual respect and fostering an active, critical and committed citizenship, that in a dialectical manner, would produce subjective modifications and transformation in the educational institution and in the most general social conditions of the most impoverished sectors. [ABSTRACT FROM AUTHOR]

The present paper examines the construction of the role of researcher among academics who work as teacher-researchers at Faculties of Psychology in national universities of Argentina. From the analysis of the interviews made to academics that conduct or have conducted, in the latest years, some research on educational themes in these faculties, four differential modes of building the role and the identity of academics as researchers can be identified: "specialist", "artisan", "philo-theory" and "generalist professional". This paper takes advantage of the conceptualizations found in the theory of codes by Basil Bernstein and of post Berstenian developments within the framework of the views of the school of "social realism", in order to analyze the relationships which are set between the different professional roles that the interviewed researchers fulfill and the different strategies of legitimation of knowledge to which they resort. [ABSTRACT FROM AUTHOR]

In this paper we intend to reflect on school newspapers as cultural productions realized in schools of the Northwest of the Territory of Rio Negro during the decade of the 30' and 40'. Taken in their materiality, these objects of writing allow us to examine not only their contents, but also to understand some practices and discourses activated within the schools in a delimited temporal and spatial context. The school newspapers transcended the limits of the school space, since they were distributed and circulated in different social spheres, so that it is possible to analyze the social repercussions of the discourses produced by the educational institution in the Territory and in its adjacent areas, spaces which were conceived as environments that had to be moralized and "Argentinized". In turn they were used to interact with society and to cement certain identities in the people that inhabited it. In them it is possible to detect the intersection of nationalist practices linked with some ideas of the "active school" and the appeal to the protagonist role of students, thus showing the tensions and pedagogical contradictions existing at the time. In this paper we have examined school newspapers produced in the region and inquired into the regional press and the history books used at local schools. [ABSTRACT FROM AUTHOR]

This paper deals with the question of the place reserved to the link between sexual practices and sexual pleasure in the comprehensive sexual education proposal through the current implementation of Law No. 26,150 in Argentina. To this end, the tradition of sex education in this country during the twentieth century is reviewed, paying attention to the rise of an enhanced awareness of the crucial function of sexual pleasure in its different modulations. Finally, it refers to the legislative framework that links the so-called "rights approach., which allows for the recognition of "sexual rights", with education in the sanction of this law. Recovering this discursive memory of the integral sexual education, the paper intends to put the focus on the conditions which made it possible the unusual emergence of an approach that considers the connection between sexual practices and sexual pleasure in the discourse of education and to inquire into the operations of exclusion that are set in motion. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to articulate the reflection arising from the context of the research work, around a series of questions about the meanings of teacher training in the University setting. We are in the process of conducting a CIUNSA project linked to the specialization in the University Teaching program at the National University of Salta. We believe that this degree course reflects a trend in postgraduate training that has been gaining strength in recent years in most universities in the country. The training of professionals from different areas who choose teaching as a complementary an develop it in the University environment, presents the complexity of establishing an articulation between two different logics: that of the disciplinary fields of each profession with that of the teaching field. We will analyze aspects of the specialization in teaching delivered at our university, which aims to recover teaching practices as the axis of reflection and production of knowledge, and attempts to express that reflection through the Final Projects of the degree career. [ABSTRACT FROM AUTHOR]

This paper aims at reconstructing the pedagogical and disciplinary praxis in each territory for disciplinary research, according to the conditions offered by the training in Education Sciences. To do this, we use a qualitative methodology, specifically case studies. In this sense, the cases selected for this study were two Education Science teaching teams: General Didactics and History of Argentine Education. On the basis of the analyses performed, three formative contexts were identified: the field, the desk and the extra institutional territories. These territories shape a form of methodological and epistemological approach of the disciplinary object, which in turn enables modes and devices of research training. [ABSTRACT FROM AUTHOR]

This paper addresses the state presences and the place they give to university careers in the future projects of young people in rurban contexts. It is based on an ethnographic research carried out in Cañuelas in two stages: the first one between 2008 and 2010, accompanying young people who were finishing their secondary schooling; and the second one, between 2018-2019, revisiting with them their projects of a decade ago, taking into account their new projects and the transformations of the rurban context. We argue that the presence of the university in their projects is the product of the articulation of individual projects and desires with local political projects. The latter make visible and shape options to be included in the young people's projects, legitimising certain projects for the future over others. [ABSTRACT FROM AUTHOR]

Educational inclusion involves not leaving anyone out of the educational spaces, in this case, out of the university; it implies the challenge of building a university for everyone. The first point we would like to analyse here is the following: if the university is public and it has open and free access, why, however, is it not for everyone? In recent years, 'inclusion' is both the distinctive sign of a series of state policies that promote higher education as a right, as well as the focus of an ongoing academic debate. This debate about inclusion has been the topic that brought us together and made us come up with the recent investigation project on which we are currently working on1. In this paper, we will share how we are exploring the inclusion circumstances -how they occur, how they work, their effects, their difficulties-in their daily dimension and from the experiences of students and teachers of National University of Córdoba, focusing on the latter. We will recover some educators' voices that put into evidence that inclusion has become an everyday problem within the classroom, where they practice different (and sometimes contradictory) strategies. [ABSTRACT FROM AUTHOR]

The government of poverty becomes educational policy and pedagogical approach in schools that develop proposals of education differentiated according to "sex", aimed at children and adolescents from popular sectors. Teachers' conceptions about their work with these sectors are based on a naturalistic and "social" reading of gender, which justifies the physical separation of boys and girls, and the supposed greater effectiveness of the work of educating if the "sex" of the teacher is homologated with that of the students. A pedagogical work is deployed with families in which they are placed as a threat or as possible allies, in terms of social work on gender violence in the family space. Gender policies are thus re-appropriated locally, justifying an organizational and pedagogical model based on physical separation and segregation according to criteria of inequality and differences, which reinforces the fragmentation of the system and segregation processes. The paper is based on a qualitative research developed in a private Catholic school that separates boys and girls in the city of Buenos Aires, and sought to understand the articulation of class and gender in the production of educational inequalities and their approach from the teachers' point of view. [ABSTRACT FROM AUTHOR]

In this paper, it will be presented the main achievements of the research project "Teacher training in the Arts Education field" in relation to critical reading of the designs for teachers training in the jurisdiction of Córdoba in Music and Visual Arts. Along this paper, the main concepts on which proposals are based are identified and analyzed and also an inquiry is carried out on the prospects that underline them. The dominant debate in the music and visual arts' field and its impact on the practices of initial teacher's training are part of the questions. [ABSTRACT FROM AUTHOR]

This paper presents the initial results of the study on "Pedagogical Authority in Schools: possibilities, weaknesses and challenges," approved and funded by the SECyT (Dept. of Science and Technology) for the 2012-13 period. The study looks at the particular issue of pedagogical authority -part of a broader concern regarding the construction of specificity of pedagogical approach within the field of Education Science. The problem was defined based on the central premise that the current models of authority that have evolved alongside school expansion in the modern world are in crisis mode. The expansion of public schools in Argentina has been accompanied by a breakdown in the legitimacy of the social and institutional vote of confidence borne by teachers. It therefore stands to reason that the act of educating involves new forms of experiencing the transmission of knowledge in the classroom. In the first stage of the study, we interviewed teachers and arrived at the preliminary results are included in this paper from our analysis of those interviews. We refer to three recurring issues in teachers' comments: obedience; control over behaviour and classroom activities; and values and commitment to relationships. In terms of initial categories of analysis, we emphasize considerations regarding pertinence to the research topic and the most relevant content that we are able to present at this stage of the process. [ABSTRACT FROM AUTHOR]

The absences of the students to the secondary school constitute a school problem when their excessive accumulation becomes discontinuous and interrupts the learning time of the adolescents in the school. That is why I was interested in inquiring about them and their relationship with school time, as well as the different forms of attendance that can be distinguished behind their different types. In this paper I intend to tell the story of this curiosity linked to the socio-historical educational processes that were configured since the enactment of the National Education Law; Communicate the findings so far produced on this subject, present the current research and develop some questions that guide the continuity of this inquiry. How does the school, as an expression of a certain social and cultural form, makes sense or not in subjectivities whose experience with monochronically organized school time repeatedly collides? What other ways of institutionalism of the school could accommodate students subjects and guarantee their learning? That is to say, how institutions are playing themselves as such, in the absence of students in their classrooms. [ABSTRACT FROM AUTHOR]

This paper reviews our qualitative analysis of the classes given by three teachers at the basic cycle in secondary school. The contents of the taught curricular units are prescribed by the jurisdictional curricular designs of Cordoba and organized around relational axes. The investigation inquiries into how in their methodological constructs the teachers relate educational paths and approaches to content with the use of various technologies available in the school environment, and how the uses and ways of managing the materiality of didactic artifacts and tools, and even their implied meanings, tend to condition and/or enable certain forms of transmission of knowledge. Through this first exploration, we have recognized some recurrences and discrepancies in the classes observed, which are linked to the fact that the way of presenting and treating the contents in these subjects would assume evaluative and pragmatic senses, with an informative imprint, while at the same time would guide the selection of certain devices and tools for use in the classroom. In turn, the available artifacts and tools contribute to consolidating this type of work with knowledge. The interweaving of these elements/features makes up a didactic-pedagogical devices or mechanisms (dispositifs) within the framework of traditions, organizations and dynamics of school work at the secondary education level. [ABSTRACT FROM AUTHOR]

The research project PICT 2014-0898: Primary/secondary and secondary/higher educational transitions: students' trajectories and learning assessment (directed by Flavia Terigi at the National University of General Sarmiento) aims to analyze variations in criteria and practices of assessment, marking and grading, and promotion to the next academic year across the different educational levels. One of the principal objectives of the research project is to hypothesize about how these aspects can affect students' trajectories in transitions between educational levels. This paper focuses on part of the field work carried out in the first year of secondary school with regards to the subject Language Practice. It addresses professors' views about assessment, certification, scoring and grading through the analysis of the pedagogical and evaluation proposal of each professor, their scoring strategies and correction criteria, and the way in which they build the quarterly grade of each student. [ABSTRACT FROM AUTHOR]

This paper gives continuity to our studies on conditions of schooling and transmission of knowledge; learning evaluation devices and those that regulate school discipline between the primary and secondary levels in public schools in Córdoba city and their forms of articulation, overlaps and discontinuities between the three levels of the system. The research presented in this opportunity is aimed at reconstructing the network between teaching invention processes, the immaterialities at stake, and interactive processes in classrooms and in expanded school spaces. It is interesting to analyze the distinctive marks of experience in a teaching case, which consists of a didactic itinerary shared between two secondary schools in Córdoba. We pay attention to the particular ways in which teachers recreate in their classes the official curriculum and cultural knowledge through their own inventions. These inventions also imply links with the knowledge of teaching, and with the knowledge of otherness in interactive processes. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation carried out at a middle school in Buenos Aires suburbs, in which the processes of cultural appropriation carried out by the school on educational policies for middle and high school education in recent years are explored. We will analyze the process of construction and transformation of a middle school in the Province of Buenos Aires, based on the policies promoted with the enactment of the National Education Law (2006) and the Provincial Education Law (2007), which sanction the obligatory nature and change the structure of high school. Starting from the assumption that the norms are central instruments to give directionality to the educational system but that take shape in the modes of appropriation at local and institutional level, in this work we will analyze the senses that assume, in the daily life of the school, educational policies, particularly regarding participation, considering the ways in which the organizational structure and school culture are present in the conditions of appropriation. It is an exploratory and descriptive case study based on qualitative ethnographic research. Observations and interviews with different institutional actors over two years were made accompanying the process of conformation as a complete high school. [ABSTRACT FROM AUTHOR]

Content dimension is also crucial to understand the ways in which teaching is structured. In this regard, some new technologies can be more adequate than others at the momento of improving comprehension depending on subject contents and their requirements. Considering this, subject epistemological considerations seem to allow certain derivations and technological uses, and they propose a specific link between contents and technologies. From these premises, this paper tries to discover the way through which ITCs are integrated in a case of university teaching of Logics. This is done using pedagogical criteria from the teachers' viewpoint. To achive this, analisys on the relationship between taught content and the use of a specific software is done in particular experiences in Logic I (Phylosophy, FFyH, UNC). Therefore, this paper proposes to explore some characteristics of Logics present in a specific problem of teaching, namely teaching "truth". The main problem at this point is the teachers' need to work with parallel and imaginary worlds. This technological proposal, "Tarski's World", is a specific tool that allows for visualizing a simple logical universe in which to work referentially. [ABSTRACT FROM AUTHOR]

In this paper we are concerned with the task of describing how the process of completing high school and entering into an unknown milieu, like college, is experienced by young people. To that end, we first analyze, on the one hand, the shock and bewilderment to which such event gives rise, and, on the other hand, how the students' possibility conditions and their educational background are brought into play in their transition to this new level of education. Thus, the different and heterogeneous educational and life experience that young people bring with them are put in contrast with the "homogeneous" practices that the university asks all individuals who want to join it. Furthermore, we consider what strategies they bring into play, from their subjectivity, in order to stay in college. In this respect, it is extremely important to examine how entrants to college construe their relationship with knowledge and how their relationship with "academic! knowledge determine certain fissures and raise new questions. This paper is the result of our participation as members of the research program: "College Admissions. The relationship with knowledge and the building of subjectivity", conducted by Dr Facundo Ortega, that is under way at the Center for Advanced Studies of the National University of Cordoba. [ABSTRACT FROM AUTHOR]

This paper is a report on progress made in the research work carried out for the Final Paper needed to meet the requirements of the licenciate diploma in the Sciences of Education. The aim of this research is to inquire into the links, tensions and negotiations that obtain in an experience in which an operating connection has been set between the adult education practices generated by a private social organization and the public adult education school of a neighborhood located in the southeast area of the city of Córdoba. Although our analysis begins by considering an educational policy generated by the State, the Program of Literacy Meeting, we conceive "Educational policies" in a broad sense (Achilli, 1998), that is, including both those that are generated by the State, and those stemming from the other different actors involved in the process -whether they are teachers, colaborating groups, and parents, whose ideas and proposals, through a dialectical interplay with the state’s policies, can reinforce, reject, or confront them. Thus other public spheres from which the collective creation of policies stem is recognized, and this makes it possible for us to see the neighborhood, the social organization and the school as areas of interaction where meanings and political actions are built. Within these limits we will focus on two pecular dimensions of their link: the use and significance of the various educational spaces and the responsibilities assigned to the different actors. [ABSTRACT FROM AUTHOR]

This paper is part of an ongoing research project whose purpose is to analyse both policy and the discursive sphere of person'sright to education from the voice of the actors (government and international agencies, trade unions, parliamentarian, grass roots and academic organizations, among others), in order to account for the stances and the meanings that are built around people's right to education and to document some experiences of requesting it as an exigency and in the recorded case, as a demand for fairness. To that end, in this paper the voice of a grass roots organization is presented that from 1980 onward struggles for the defence of public and gratuitous education, thus putting a political brake to limit the government's institutions responsible for the polity and administration of public education in Mexico, on the grounds of the Third Article of the Political Constitution of the Mexican United States that explicitly proclaims the gratuitousness and mandatory character of attendance to public school, which is recognized as a right of all Mexicans. The theoretical-methodological perspective is framed within the political analysis of educational discourse and empirically grounded on national and international documents on people's right to education. Furthermore, the empirical basis is reinforced by interviews in depth with key informants. [ABSTRACT FROM AUTHOR]

The present report is intended to share the findings of an inquiry conducted for writing the paper titled "Me, can I read and write?: An approach to literacy spaces for young and adults ", produced in order to meet the final requirements for earning a licentiate degree in the Sciences of Education. In the selfsame paper, the characteristics of the implementation of the literacy program of Cuban origin "Yes, I can" in the city of Cordoba are examined. The features of the program selected for this report turn the chosen aspects into a criterion for guiding the analysis, as long as we focus on how a political-pedagogic [ABSTRACT FROM AUTHOR]

In this paper an unconcluded educational experience of our history is studied. As any educational proposal it synthesizes a political pedagogic stance, based on a conception of man and society. Such proposal is nurtured in the debates of its time, in the yearning for the social revolution and the ways of making it progress, in the dialectical discourses that impelled it and in the people who supported, dreamt of and became impassioned about it. We present here the partial results of an investigation whose aim is to inquire how the Adult Education Reactivation Campaign of Reconstruction (from now on CREAR, for its Spanish acronym) was organized and implemented in Córdoba in the years 1973 and 1974. In this paper we intend to account for the political and organizational aspects of the campaign. It is an anthropological and historical study that approaches an educational proposal which is significant for its conception of adult education, of literacy and of culture, since it departs from the models prevailing in the international organisms. We work from the analysis of the documents in which the pedagogic political stances were put forward, as well as the conceptual interstices that led to some divergent practices and parallel interpretations.3 We also intend to study "the not recorded history"4 through the retrieval of the stories of the social actors that participated from different positions in the campaign. [ABSTRACT FROM AUTHOR]

Who starts the university runs into a first section -introductory course and first subjectscharacterized, by the majority of them, as unkonwn, disconcerting, uncertainly. But, each student deploys strategies to sustain themselves there. In the interviews made to 6 students form National University of Córdoba, that we analized, we realized that they mention the “support” and “accompaniment” from people who belong to university’s own spaces (teachers, classmates, political groupings, secretaries, others) and outside: family and religious groups. In this paper, we will try to reconstruct and characterize how students give an account of, discursively, of those ‘others’ that influence their admission and stay proceedings. Here, our focus is on recovering records where appear this “others” who make possible to sustain themselves at the university, and not those that impede or are negative influence for them. [ABSTRACT FROM AUTHOR]

The paper focuses on the place of education for youth and adults and education in contexts of deprivation of liberty in the National Educational Law, in the orientation that this conception gave to the National Ministry of Education policies and in that what enabled for jurisdictions, especially in Córdoba. It results of the doctoral thesis “Adult secondary education in the present. A comparative study between Córdoba (Argentina) and Catalonia (Spain)”and the research Production of meaning and subjectivity in the prison space: access to rights and justice”. Based on the analysis of the regulations and the national and provincial policies that it inspired, it is argued that education as a public good and social right represented a substantial turn in the policies for permanent youth and adult education and in confinement contexts modalities, notwithstanding the insufficient aspects of some actions and the various obstacles to access to education that still persist. It ends with questions about the course of this law within the framework of a socio-political, economic and cultural context very different from the one that favored its emergence and the clues that the current educational policy offers. [ABSTRACT FROM AUTHOR]

In this work we present the findings obtained at one stage of a research study carried out as a postdoctoral scholarship granted by CONICET. The main objective of our work is to assess the potentiality of institutional projects designed to promote student permanence in the first years of engineering careers at Universidad Nacional de Río Cuarto. This paper is about the study of one institutional project, which is a tutorship project. Favorable institutional contexts as well as features and conditions of these projects are identified. These projects, from the perspective of the people involved in the initiatives of changes, contribute to the permanence of students in engineering careers. The units of observation are the participants of the team coordinating the above-mentioned institutional project. As strategies for data collection, we conducted semi-structured interviews and we analyzed documents. We therefore present findings related to the following points: strengths, achievements and constructed learning, difficulties, institutional conditions that allow the project to achieve its aims, adjustments or changes made, features or conditions of the project that lead to students’ permanence at university. [ABSTRACT FROM AUTHOR]

The article presents some analysis derived from an ongoing doctoral research project aimed at studying the characteristics that formative experiences in primary schools in Ciudad Autonoma de Buenos Aires adopt, in the context of which are considered as recent schooling conditions. The contribution of this paper lies in offering an analytical reading of one of the classes that took part in one of the schools considered for the study. It is shown how theoretical categories arising from Basil Bernstein’s Theory of Pedagogic Discourse are used to reconstruct the rules on which the referred class is built, as well as the way in which those rules are delineated through class interactions. Simultaneously, some hypotheses and questions are presented, setting relations between the analyzed rules orienting the construction of the pedagogical practice and the distribution of pedagogic democratic rights. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in presenting our ongoing research and findings on the practice of Extended Learning Time (ELT) in a primary school in Cordoba City, Argentina. First, our object of study, the construct of ELT settings, shaped in place and time by the impact of the present Extended Day Policy and Procedures, the appropriation, and the forms acquired by the institutional task. Second, the methology and strategies employed in our field work will be developed in detail. Third, our first findings will be addressed, taking into account the following relevant aspects of the institutionalization process of ELT: the origin of the School Extended Day Program, the framework of time and use of classroom space, the approach and assessment of performed pedagogical tasks (the elaboration of integrated projects, pedagogical pairs classroom tasks and a workshop classroom model). Finally, our analysis and some of the questions that emerged during the process of our investigation will be shared, focusing specifically on the cultural characteristics of our institution that have made possible the realization of this program as well as the effects of the above mentioned policy on the subjects. [ABSTRACT FROM AUTHOR]

This paper presents the advances in a research that expands and deepens previous results about the impacts of tutoring policies in universities, with the purpose of analyzing university tutoring in relation to educational inclusion policies, identifying trends at the institutional, national and Latin American levels. The purpose is to investigate the configurations of these policies in their mutual relations, modalities of concretion in practice and the effects generated in subjects and institutions in the period 2000-2017. The complexity and multidimensionality of the issue being addressed includes contributions from different disciplinary fields: policies in education, sociocultural approaches, pedagogy and comparative education. The advances that are being presented include an analysis of theoretical approaches about the relationships between tutoring and inclusion policies, and the discussions about their meanings and effects from critical perspectives. Furthermore, this work develops the methodological approach and the categories of analysis constructed for research. The research is qualitative and also based on compared approaches. This study seeks to contribute to the development of knowledge about tutoring as part of inclusive policies in Higher Education, within the framework of interactions amongst regional, national and local contexts. [ABSTRACT FROM AUTHOR]

In this paper, we work about the sense that the concept of inclusion acquired as a guiding principle of educational policies in the context of progressive governments 2003-2010 in Argentina, Uruguay and Brasil. We describe and analyze some educational policy programs aimed at educational inclusion in those countries based on theoretical contributions and political perspectives. [ABSTRACT FROM AUTHOR]

Compulsory secondary school was settled by law 26206 breaking the foundational mandate linked to selection and giving at the same time legal statement to another social commitment: the inclusion of young people belonging to popular sectors into the secondary school. The next decade following the sanction of the compulsion of the level was characterized by a series of questions around the effective inclusion in the school and the changes and transformations required by that inclusion. In this paper we center our attention on a strategy of implementation of educational politics, the Plans of Institutional Improvement and its institutional concretion in four secondary schools under state management in a district of the western conurbation of the province of Buenos Aires. We shall analyze here the strategies of institutional intervention and the accompanying on school courses which different institutions bring into play for young people belonging to popular sectors. We analyze in what way these strategies stand upon diverse social representations about young people and their possibilities to remain in secondary school nowadays. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to share the progress of a research project in development within the framework of the thesis corresponding to the "Master's Degree in Education Policy and Management" (UNLu), entitled "The teacher evaluation policies in the Autonomous City of Buenos Aires (Argentina), the Metropolitan Region of Santiago (Chile) and Montevideo (Uruguay) in the period 2003-2014". The research project starts from the need to know and understand the educational political conceptions that underlie the teacher performance evaluation systems contained in the official regulations, reports and recommendations of international organizations, evaluation criteria and instruments and those expressions declared by the actors involved in the three jurisdictions. The collection of empirical evidence, its analysis and the enunciation of conclusions of the study is based on the adoption of a qualitative methodology. The analyzes consider the specificity of the information sources. In the case of information from normative documents (laws, resolutions, communications, evaluation criteria, regulations, statutes) and evaluation instruments, a documentary analysis was carried out. In the case of interviews conducted, non-standardized interviews, their analysis is based on the identification of common theoretical categories, special and theoretical issues in the discourse of key informants, which allows the triangulation of information sources. [ABSTRACT FROM AUTHOR]

During the last decade different organization have promoted Computer Science education in mandatory schooling. In this paper we analyze some teaching experiences in programming in primary and secondary public schools from Córdoba, Argentina. These experiences resulted form short professional development courses. Following an exploratory approach, we relied on teacher's reflections and classroom observation to identify for emerging themes around teaching programming through video games: 1) student enthusiasm, 2) the possibility of integrating different disciplines in programming projects, 3) collaborative work among the students, 4) the inclusion of special education students in programming tasks. We systematized teacher's reflections and classroom observation that allowed to built these emerging themes. [ABSTRACT FROM AUTHOR]

This paper presents the progress of a research carried out as part of an articulation/extension project started in 2014 between the General Office of Higher Education, the Faculty of Philosophy and Humanities and the Faculty of Mathematics, Astronomy, Physics and Computing of the National University of Córdoba. From our teaching experience and the dialogue with colleagues from various primary and secondary educational institutions, a common dilemma arises when it comes to the resolution of the division in the classroom. Accordingly, the question is how to provide the students with an effective technique for division resolution. This communication intends to show the diversity of division resolution techniques and analyse those applied by students in the transition between primary and secondary school. The experience took place in two schools of San Francisco, in particular at the beginning of the first year of secondary school. By applying a specific methodological design guided by strategies such as diagnostic assessment, interviews and teacher workshops, relevant information was obtained to identify the knowledge involved. his article analyses the instruments and limitations in the federal control of the press between the constitutional reform of 1860 and the end of the 1880s. To that end, we examine legislative debates, presidential addres-ses, Supreme Court rulings, articles of jurists in the specialized press and doctoral theses of the University of Buenos Aires that addressed this issue. Keywords: Argentina; 19th century; Freedom of the press; Political Press; Federalism. [ABSTRACT FROM AUTHOR]

In this paper, we provide a summary of the research project called "Ways of Presenting Knowledge from the Field of Psychology: Transmission Processes and their Effects on the Production of Subjectivity". From an epistemological, pluralist, critical and broadened perspective, we conceptualize ways of presenting and transmitting knowledge as specific aesthetic compositions. Thus, epistemological reflection is proposed as a way of inquiring into assemblages -political, ethical, aesthetic and scientific- which modulate psychological knowledge. Our interest revolves around the sensitive forms that are created when discourse is transcended, and other signs, images, sounds and intensities emerge. After a previous exploratory work starting from the word of supervising professors, we include a semistructured interview with teachers of Psychology and Education, Subjects of Education and Comprehensive Sex Education from teaching training institutes in the city of Cordoba. Thinking that classes would be complex aesthetic compositions in which subjectivities are produced, we took the variations found. These range from traditional uses and conventional forms to disruptive ways which cause singular appropriations of knowledge. We are interested in identifying which are the ways of transmission and appropriation that unleash a higher subjectivating power in the development of contemporary psychologies. [ABSTRACT FROM AUTHOR]

This paper shows the first developments of the research project "Technical knowledge on language for the training of novel interpreters and writers. A study based on the treatment of discursive and grammatical topics in school textbooks", composed of researchers of the School of Letters, FFYH (UNC). This project investigates what types of technical knowledge a novel interpreter / writer requires to develop their task of interpreting and writing texts, and which of those knowledges are offered in the Language and Literature manuals that circulate in the schools. This is a particular line of inquiry that aims to analyze whether the activities that the manuals propose and that combine linguistic knowledge in general (or grammar, in particular) promote 'immanent' activities (recognizing, analyzing, describing, classifying, etc. linguistic - grammatical categories) or if those tasks try to reuse that knowledge to interpret or produce texts. The objective is to understand if the linguistic learnings proposed by the school manuals could be constituted in 'technical' knowledge as they serve 'to do other things' with them: write, give a meaning effect to the texts, define parameters of revision-correction of the own texts or others, define patterns of rewriting, etc. [ABSTRACT FROM AUTHOR]

This is a preliminary report on a current investigation about the characteristics of the processes of textual production in children who start to read newspapers on the Internet and write news in paper and computer. The goal is to describe and understand the processes of writing, including revisions. This project has the purpose of supporting the access to the written culture at school using ICT's to both to read and write. The research was conducted in three different schools (one in Córdoba city, one in the interior of the province and one in the San Juan city), with volunteers teachers form fourth (2008) and fifth grade (2009) News production activities are proposed to 30 children in every school and similar groups were made up with a previous criterion according to their command of the written language, the computer and the word processor. The groups write, revise and improve their texts with different instruments (pencil and paper/computer) with the purpose of making comparisons. The proposed textual type (Informative news article, news, accounts) is justified according to this characteristics and differences in relation to the short story, used in previous researches. [ABSTRACT FROM AUTHOR]

This paper presents some of the findings from a larger research project: "The implementation of the Integral Literacy Project of the province of Santa Fe from the perspective of its actors", which was oriented to investigate the educational transformations derived from the Integral Literacy Program, developed in 2006 and 2007 by the Ministry of Education, and from the Assisted Promotion Program that was put into place on 2007 in close articulation with the Literacy program. In this paper we focused on how micro and macro politics are articulated in relation with the educational innovations projects design by the government ministries. We approach the implementation of the Literacy and Promotion programs analyzing the difficulties, conflicts and resistances generated in educational institutions. We understand that every suggested change from the ministerial level needs of a permanent negotiation that allows its implementation in a micro politic, institutional and classroom level. The investigation was conducted with a qualitative interpretative methodology. Interviews, observations and focus groups were used to recover the point of view of the actors. Statistic analysis from ministerial surveys and documentation was used to complement qualitative data. [ABSTRACT FROM AUTHOR]

The presentation of this paper has two fundamental purposes: First, to develop and discuss a series of theoretical-conceptual problems that are present at the moment of understanding and delimiting different pedagogic spaces directly linked to work training in rural social spaces (Cragnolino, 2008); second, to share some of the progress made on research refering to the understanding of this pedagogic spaces, to the literacy trajectories within them; and to the identities/laboral distinctions that resulted from that process, in three generations of farming workers from two rural towns in the province of San Juan. Regarding the first part of the paper, it's worth pointing out that theoretical reflection comes from an interdisciplinary dialog that has its origin and foundation in the diverse training of its authors. In this way, a series of categories that come from ethnographic education with a heavy socio-anthropological influence (epistemologically founded in genetic structuralism) i.e.: rural social space, identity/distinction, cultural discontinuities, etc; are complemented with notions and theoretical propositions mostly linked to Education History and, within this field the theory of school form particularly. In the second part of the paper a series of finds and results from the research are presented. They refer to processes inside the rural social space of identification/laboral distinction, that are anchored in a diversity of pedagogic spaces (linked to the work training) constituted inside the rural education field. [ABSTRACT FROM AUTHOR]

This paper presents some of the contributions found in my master's degree's thesis: "He loves me… He loves me not… Socio-emotional constructions among secondary schools students". This paper was approached from an ethnographic standpoint and it integrates a wider project called "Social relations in middle school" (directed by Mgter. Mónica Maldonado). In this presentation I investigate the circulation of letters among teenage students of a public school to analyze the possibilities of recognition and the conflicts that result from that. The intention is to draw some questions from seemingly "unimportant" matters, related to emotions and feelings, to contribute with some analysis perspective on the construction of social relations in school, both among peers and with the teachers. What can the circulation of letters tell us about the ways of being in school? What does it say to us about the ways of living in school? How does it relate to schooling experiences, to teenage socialization/sociability? I propose to problematize some of these questions, considering the field work and some conceptual contributions that allow new approaches to the subject matter. [ABSTRACT FROM AUTHOR]