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This paper analyzes some aspects related to the public debate about immigrant population and the construction of a national identity in Argentina during the first decades of the 20 th. century. Immigration, education and nationalism were the thee ideas which originated the debate on a possible model of country and constituted a field of tensions that covered the period of the great immigration wave. This paper will, in the light of these reflections, illustrate some of the features that these aspects acquired in a rural area. Southeast of the province of La Pampa the largest number of migratory population was farmed by groups of people who migrated from eastern Europe. The presence of Jewish colonies, such as the Narcisse Leven colony, meant the birth of debates on these groups which seemed to question the basis of the "Argentine Nationality". This text emphasizes the complexs relationship among immigration, education, and ethnicity. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

This paper tries to analyze the representations of teaching, that students from Basic General Education at the Teacher Training Institute in Santa Rosa and at the National University of La Pampa, have built. The research has a qualitative approach. The process starts collecting pictures and written considerations about what they think were the reasons that made them choose this profession. We have worked with 300 samples belonging to students from 2006, 2007 and 2008 that were analyzed with theoretical categories about their identification with the teaching role in three ways: the samples were taken from students in different moments of their studies; images were comparatively analyzed with the written discourse; the students came from two different institutions. Teaching representations were studied in written and drawn discourses trying to look for coherence; continuities and disruptions. These representations must be identified and analyzed to work for possible changes during training. They imply meanings and senses regarding teaching identity and political possibilities of performing the professional role. [ABSTRACT FROM AUTHOR]

This paper shows some instances of the differences between the discourse politicians used to legitimate the educational reform in Argentina in the 1990s and the reality of schools by the time the Federal Law of Education was actually enacted and put into practice. These are based on a revision of magazine and newspaper articles on the specific area of technical schools. The construction of a clearly unauthentic "encouraging" framework was a tool which accompanied the implementation of the Federal Law of Education in a popular context that was in fact unfavourable to the changes proposed by the government. [ABSTRACT FROM AUTHOR]

Education is an ideological activity which responds to theoretical, political, cultural, socioeconomic and historical circumstances. Thus neither pedagogical practices nor educational theories are neutral as both are firmly based on paradigmatic conceptions of man and on their worldviews. There is then a need to analyze both of them and their intertwining relationships in the light of philosophy, politics and education in order to carefully consider what their aims actually are. These goals give sense and meaning to Institutional Educational Projects (PEI, by its acronym in Spanish), which generally respond to the requirements of the Ministry of Culture and Education. This paper studies the philosophical foundations underlying the PEIs of the first and second levels at a Basic General Education school in General Pico, La Pampa, and provides a cogent interpretation of the anthropological idea that lies beneath such projects in order to generate an open space for debate and inquiry at an institutional level and to foster new proposals to improve educational practices in general. [ABSTRACT FROM AUTHOR]

This paper intends to describe the managing characteristics shared by schools of the first and second Basic General Education levels as a result of the implementation of the educational reform in La Pampa. To the purpose of this research, we analyzed the institutional guidelines set by headmasters and compared the conclusions stated in our previous research (1995-1999) with results from recent case studies. In most of the schools included in our sample we observed the recurrence of similar skewed contextual readings and managing practices. These particular managing styles reflect the principals' key role in the adaptation of the Institutional Educative Projects (IEP), requested by the central administration, to the different schools' needs. As a conclusion, we can say that, despite the institutional difficulties faced by those in charge of managing positions, the school headship is the possible space where to generate deconstructing and reconstructing policies via alternative projects and managing groups who can reconsider our institutional history and provide a new significance to the established educational practices. [ABSTRACT FROM AUTHOR]

This paper Is included in a research project which aims at clarifying some aspects of the historical process by which the educational system of la Pampa was structured. Focusing on the analysis of the relationship that was established between the civilian society and the state, we base our work on the supposition that the homogeneous image that the educational system acquires is more the result of a process than the process itself. We focus our article on the analysis of some state regulations and their impact on the Territory, between the end of the 19th century and the beginning of the 20th. We ask ourselves: "Was the process of construction of the educational system in la Pampa a "reflection" of national policies or is it possible to identify certain particularities?" "Which continuities, interruptions and contradictions is it possible to establish between the norms created in the central organizations and the conditions --and possibilities- of fulfilling those norms in the Territory?". Such conditions are connected with a 'diffused' presence of the National State. This presence was made effective, in the field of education, through the inspectors who - we sustain- acted as a "hinge" between the rules sent from the Capital and the local needs. [ABSTRACT FROM AUTHOR]

The objective of this paper is to provide a brief characterisation of the changes that have taken place in the Educational System of La Pampa province since the implementation of the educational reform in Argentina during the last few years. In view of the need to identify and conceptuslise these processes of change in La Pampa's model, we decided to approach the theme of the institutional organisatlen and, more specifically, the implementation of the Third Cycle of the General Basic Education and the PoUmodal, with the intention that this article will make it possible for both students of Education and other readers to construct interpretative hypotheses regarding the Educational Reform. We chose to undertake a bibliographical Jnvestigatidn. We aleo included contributions that arose from our experience in the area of Education. Working as school teachers atiows US to form interpretations of the possible implicatlens on Education because we are the ones that apply the legal framework in order to transform the educaticnal system. [ABSTRACT FROM AUTHOR]