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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]

In this paper we seek to understand the ways in which young people of the lowers classes use and assimilate these digital resources in public schools in the city of Cordoba. We search into this aspect because we believe that these practices, which are part of everyday schooling process- somehow compete and/or produce strains with respect to the traditions and established institutional regularities that had set in the course of time. In this sense, we wonder if they are shaping new ways of being young and student in the secondary schools. We are interested in thinking about the tension between "being young" and "being a student" from a sociocultural perspective (Reguillo; 2000) understanding the relationship of young people with institutions as something which is dynamic and complex, and not only as a dichotomous pair. This view allows us to see that students are capable of being active actors, who assimilate in multiple manners the different cultural resources available in schools, and that these ways of assimilating them, often recreate their condition of being young, so that they represent emerging modes of dwelling at school. The analysis set forth here is the result of an ethnographic work in two schools of a lower class district of the city of Córdoba. [ABSTRACT FROM AUTHOR]

This paper is part of an ongoing research which intends to analyze the experiences of beginner students of the Computer Science Careers of the Faculty of Mathematics, Astronomy and Physics of the Córdoba National University. During the first year of these careers the desertion level is high and there is an important percentage of students who can't past the exams. Using the situated learning theory proposed by Lave and Wenger (Lave, 1988; Lave & Wenger, 1991; Wenger, 1998) we want to describe the learning process that takes place during the encounter between beginner students just arrived to the university and the faculty community itself. We present a preliminary data analysis describing two analytic categories emerged in this first instance: «student- teacher relations and the legitimacies construction» and «identities construction». [ABSTRACT FROM AUTHOR]

The paper is mainly based in two ethnographic studies which describe how high school students live their youth and their sexuality in two different contexts: natives youngsters in rural communities and youngsters in a high school placed in Mexico City. These studies assume that school is, above all, a place of youthful encounter, particularly of encounter with the other gender. The identity of the youngsters and the representations of the worlds of love and sexuality are built in practice, in the encounter with the "other" and its reflection. [ABSTRACT FROM AUTHOR]

The aim of this paper is to share some theoretical concerns based on a research we have been working on for two years. Once we started the fieldwork, we noticed several interesting practices which required and in depth approach. Students mentioned school, group and shift changes throughout their school life. This is due to being grounded, missing classes, "bad behavior", and school changes due to their imminent expulsion. Furthermore, they had trouble with their classmates which turned into both, verbal and physical aggression and also fights, lack of communication, isolation or being drafted to become member of rival gangs, among other issues. These are some of the consequences caused by the difficulty in befriending people. This new scenarios led us to reflect upon student durability in time and space in order to understand school socialization. Therefore we questioned their identity building in transitory situations. How identification processes are built based on continuous mobility? What characterizes these processes? What are the references of their identification? [ABSTRACT FROM AUTHOR]