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This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena" (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

Supported by the evidence found in documents produced by undergraduate and graduate students, the text is focused on representative samples of language practices, autobiography writing, and metacognitive reflections linked with text production from students at the higher education level, analyzed through Carlino (2005), Brito (2010), Natale (2012), Bidiña and Zerillo (2013), Navarro (2013) and others. In general, as an advance conclusion, it can be said that students complain that the intense monotoring carried out by the teaching staff at the beginning of the lerarning process decreases as the course is in progress, but they also show signs of having difficulties in the framing of the enunciator, and their papers manifest scarce rhetorical and pragmatic abilities, in spite of the two decades elapsed since the functional communicative approach for language teaching was officially prescribed in Argentina. Furthermore, students object the lack of common criteria among the teachers regarding the use of academic text formats, and demand institutional agreements or between the faculty members concerning the criteria for the evaluation of papers. [ABSTRACT FROM AUTHOR]

Centered on oral communication in the Academy, the paper sets a dialogue between two voices: on the one hand, the practises and concerns of the students of a workshop on communicational abilities offered in the National University of Cordoba in 2018; and, on the other hand, contributions from language sciences (Barthes, 2003; Todorov, 2008; Van Dijk, 1983) and philosophy (Foucault, 1996; Skliar, 2015). Which are the challenges on oral academic communication for those who teach and learn? How do students learn when teachers give their lessons and how do they take the word in order to say their knowledge? From those starting points and in a flexible essay, the papertext unfolds reflections on philosophical, psychological, and socio-anthropological concepts --social control, power and self-care - as well as representations of technical concepts --conceptual precision, the adjustment to the communication situation, the discipline lexical realm, and the macro-structure --in order to consider some social and didactic implications of oral communication in the university environment. [ABSTRACT FROM AUTHOR]

This paper analyzes how children and teenagers whom we call "reluctant students" are often, anything but reluctant to learn some things. They show all kinds of signs of imaginative participation- but their participation seems unable to connect with the school syllabus. We could wonder: How could we manage to have a curriculum so imaginative and attractive as the world that is exposed to the students? A new answer for some or a lot of those students could come from Lev Vygotsky's research (1962, 1997). His notion of "cognitive tools" gives us a way to explore how we could capture and involve those students' imagination to make them see that, what is really wonderful and engaging in the syllabus, could be learnt by anyone and could be turned into a cognitive tool. In this paper we shall see how the cognitive tools to make up stories, the binary opposites and the images generated through words, could be used in a new way. Each of them was at one point, a considerable important cultural invention, and each of them turns now, into a potential cognitive tool to increase our ability to think, communicate and understand. [ABSTRACT FROM AUTHOR]

The aim of this paper is to share some similarities about what children and young people obtain from work and school. The main protagonists in the research are children and young people who try to cope with two activities: school learning and work. The objective of this paper is two-fold: on the one hand, to make visible child and adolescent work in our region, since there is not a symbolic or social recognition of it, neither from the school sector nor from people in general and, on the other hand, to show that the school/work relation is a complex one: working children have to deal with different situations in order to keep up schooling: absences, late arrivals, tiredness, temporary desertion, promotion failure, lack of time to study and do homework. These students do not get special attention from their families, the state or the school system. [ABSTRACT FROM AUTHOR]

This paper is part of one of the extension projects carried out by the Chair of Clinical Psychopedagogy, University of Comahue together with some professionals from the Technical Team of Pedagogic Support (Rio Negro's Board of Education) with the aim of focusing on that part of the students' population, which was not receiving support from these teams and was labeled "'With Special Educational Needs'. Upon revision of the current legislation and after completion of the first interventions carried out (interviews to principals and teachers and class observations) we became aware of the need to focus on the particularities of teaching those students that show learning difficulties and do not receive attention from specialized teachers. What is the place that these students are offered? This paper introduces some considerations in relation to key points regarding teaching children with learning difficulties. The role of teachers and children, and the need to consider diversity issues, among other variables, are explored. [ABSTRACT FROM AUTHOR]

In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence”. These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

This paper describes and analyzes the current status of Secondary Education in Chile. Wide coverage, mediocre performances and social inequity are revealed within a context of tradability and prominence of private institutions. Performance-Based Agreements for the improvement of teacher education at a university level are highlighted as of their novel nature. These instruments put the objectives of each University with those of the State into alignment through negotiated processes within the framework of formal contracts setting “Performances of Excellence". These represent profound changes in both the outcomes and impacts of the quality of teacher education. [ABSTRACT FROM AUTHOR]

In the first part this paper describes a research about the identity of the Children's Education Career. Beginner and future teachers of this education level have taken part in this investigation. They have answered two main questions: how they are learning to be teachers, and what kind of teachers they want to be. In the second part, this article presents the methodological problems, that emerged during the investigation connected with the vulnerability of the actors (researcher and investigated teachers) of these life histories. [ABSTRACT FROM AUTHOR]

This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education. [ABSTRACT FROM AUTHOR]

This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education. [ABSTRACT FROM AUTHOR]

Doing research implies an intention to deepen our knowledge of the world we are immersed in and a better understanding of our reality, which also worries us, and is able to set the basis for a more adequate intervention as to the circumstances and aspirations which guide us. But the way to knowledge is not free from obstacles, many of which appear to our conscience, at first sight, as an aid. This research paper intends, from a non-canonical point of view, to show some of the difficulties we have to confront when we start doing research work. To consider the task of doing research is an unavoidable commitment for all those researchers who have the responsibility of training professionals in education that contribute to foster a genuine inclusion of their students, based on a critical acquisition of socially validated knowledge. [ABSTRACT FROM AUTHOR]

This article is the result of a research about the life and work of the French educator Philippe Meirieu and it tries to show some discourse aspects of pedagogy in France and its relationship with the sciences of education. Pudgy is not the science of education as it appears in other conceptual regions or pedagogic traditions (German or English). Science of education in France appears institutionalized in 1967 and since that date pedagogy inhabits in its bosom as a concept rather than as a disciplinary space. With the aim of understanding the complex discourse of pedagogy we have consulted magazines, books, papers and some doctoral theses in science of education. Among the most important magazines in our field of reference we can mention The French Magazine of Pedagogy (Revue Francaise de Pédagogie), Magazine of Science of Education for the New Era (Revue de Sciencies de l'Education Pour la Nouvelle Era), the Pedagogy Notebooks (Cahiers de Pédagogie), the Magazine Knowledge's (Revue Savoirs). These magazines appeared on the French university stage some years after the birth of the science of education. As Pedagogy appears as a given concept, it seems that this question is neither the spring nor the interest of the theorists or practicals or experts; it has each day less place in the science of education debates. [ABSTRACT FROM AUTHOR]

How does the control process of school population occur? In this paper two complementary answers are presented: to change organization structures and to widen the organization processes. Regarding school structures, responsible people from the government take three kinds of decisions: to define standards of structural procedures at schools; to create good routines of school work and to build collective subjectivity in students. On the other hand, the strategy of organization processes and the education polices tend to promote inclusive cultures in each school center. Both political strategies of school behaviour control, try to identify each person and teacher with the institution. The consequence is exclusion of those who do not adapt to the requirements of school practices. [ABSTRACT FROM AUTHOR]

We present this paper, which is the result of reflections on the path taken by our working group, which we believe could also provide assistance to other groups interested in taking similar paths. This review has allowed us to identify a route which, having its beginnings in the field of Science Education, has taken us into areas we considered, in the first instance, to be represented by Popular Education in Natural Science, Environment and Health. We also share those experiences in research and teaching that have enabled us to follow our particular theoretical and methodological course of action. These experiences involve diverse people with whom we put forth each of the ideas and proposals implemented and who also think, create, learn, decide and carry out the shared decisions. Our account is just one among many possible stories. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [ABSTRACT FROM AUTHOR]

To include practices in the teacher training of our University has been a controversial topic with a vision mainly "depending on application" regarding the practice field: first, students must learn theory, then (in the last year), practices must be done to transfer all that amount of theory to the practice. h e aim of this paper is to present the model of ATT (Articulated Teacher Training) studied through Action Research in the last two decades, which includes the practices as an epistemological, ethical, political and didactic core of change. What do students learn in these practices? Which is the situated reality of the classroom? In these interactions they learn to use the practical reasoning in front of real problems which challenge them to consider possibilities, to discuss, to give their opinions and to take decisions. They also learn --as Arendt states-- to live together, ones and others with diversity, to "build" together; basic political training that guides youth towards peace defense and against injustice. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the broad outlines of the conceptual framework was built, in order to operate as a "device analyzer" (Lapassade, G., 1979, Fernandez, L., 1996, Souto, M. 1999)-article provides the field of institutional studies for the analysis and interpretation of the relevant information with reference to educational change project taken as a case study. It should be noted that this theoretical framework has been synthesized according to the length of the article, which is why we present the main concepts that shape and conceptualization considered essential for each one of them. Moreover, with regard to the literature, it must be said that, for the same reason, reference is made here to the texts which are referred to in this presentation. In the following pages provide news about the investigation carried out on the present case and the relevant conceptual framework. [ABSTRACT FROM AUTHOR]

This papers inform on investigations advances in the comprehension of school dynamics, it's dramatics nucleus and the organization that is putting to work due to social situations in critical conditions, through on analysis comparing cases between different schools that belong at the same geographic area. [ABSTRACT FROM AUTHOR]

This paper is based on the professional biographies of six professors identified as excellent by senior students in three programmes at the School of Humanities, Mar del Plata State University. In-depth interviews examined the teachings and practices these instructors encountered along their educational biographies in order to find traces of these experiences in their current lives. The aim is to disclose the subtle ways in which the past influences their academic present. The life histories retrieved reveal the importance of the actors' mentors at the onset of their teaching and research at the university. The recovery of these memories allows the conceptualization of experts' role in the education of novices, thus examining what is traditionally considered as the informal supervision of teaching assistants and junior researchers. In this way, we try to create a site at the university where it is possible to discuss mentors' good practices. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]

This paper analyzes, from a gender point of view, the relationship between education, women citizenship in two foundational moments of Argentinean educational system: 1894-1994. It focuses on the theoretical and political feminist genealogies at the time when the bourgeois revolution in education was thought as a mainstream for political change, namely it was crucial to debate about who must to be educated and how. The debate took place in the Argentinean case at the end of the 19th Century, and the result was the 1420 Law. But a century of educational practices were fading the traces of political polemics and putting in the scene pedagogic and technical issues. A new discussion about education, politics, and women citizenship takes place in the '80s with the return of democracy. At the same time a deep transformation of social structure occurred. The discussion culminated with the 24195 Law, in 1994. It took place at a singular crossroad: the return of citizenship questions, changes in the social structure (the so called new inequities), a sensibility about differences (sexual, racial, cultural differences). In this situation the debate about women's education as citizens was crossed by a deep tensions. [ABSTRACT FROM AUTHOR]

The aim of this paper is to make a description of the process in which the National Education Law Number 26206 (NEL) was promulgated and to make a critical comparative analysis of some topics regulated by that law to point out continuities' and differences with the Federal Law of Education Number 24521. The analysis is focused, on the one hand, on the political style of the NEL based on decisions rather than on deliberations and, on the other hand, on aspects regarding the governability of the education system. The topics were chosen giving priority to those connected with the distribution of attributions among the different education agents. [ABSTRACT FROM AUTHOR]

In the field of Social Sciences, and particularly in the field of education, it is not simple to approach research models or paradigms because there are frequent discussions raised around this topic in dichotomy terms, sometimes antagonistic. It is possible to meet different stances in relation to the generation of scientific knowledge, that is, in relation to the way of «producing science,» which implies thinking of models or paradigms that support the different research logics. The objective of this paper is to characterize the main research models or paradigms in education with the purpose of carrying out a methodological analysis of the Research Project: «Professional Socialization Referents in Universidad Nacional de Rio Cuarto teachers» (Argentina). In the first part a characterization of the models or paradigms is developed; in the second part, a synthesis of the mentioned Project is presented, and in the third part both an analysis and justification of the project is carried out. [ABSTRACT FROM AUTHOR]