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The objective of this work is to present an analysis of two discourses that would build the curriculum issued by the Ministry of Education of the Nation during the government of Mauricio Macri, to uncover these hidden areas, those knowledges and relationships that provide their conditions of possibility and allow us understand why certain rules, concepts, practices and other modes of relationship among subject, education and teaching were established. It tries to ask us: what are the foundations of the new curriculum and what is left of it? What education and what teaching was designed and for which discipline? In other words, it is about understanding the discourses that establish or sense two curricular documents, or the place that the subject occupies, or teach and educação. [ABSTRACT FROM AUTHOR]

Various investigations have addressed the historical process of feminization of teaching, emphasizing the production of hegemonic meanings or gender mandates that it has implied. In this article we will propose initial reflections on the incidence of these senses in the formative experiences of students of primary education teachers. To do this, we will analyze the discourses from which the students define the teaching profession and the ways in which hegemonic senses about gender are approached in certain training contexts. Based on the analysis carried out, we propose that, although there are "traces" of feminization mandates in different contexts that make up the formative experience of the students, they are in tension with other approaches, causing ruptures. The methodological approach was carried out from an ethnographic approach in a Higher Institute of Teacher Training in a town in the center of the Province of Buenos Aires (Argentina). [ABSTRACT FROM AUTHOR]

This article studies the variations in the forms of management of the "Plan de Finalización de los Estudios Secundarios (FinEs2)" based on the analysis of the narratives of the officials in charge of the government during the period 2013-2019. To do so, we start with a doctoral research conducted in the city of La Plata and, specifically, with the analysis of an empirical corpus built from semi-structured in-depth interviews with officials of this public policy of educational terminality. Finally, we concluded that although the education system presents relative autonomy with respect to the socio-political matrices, it is possible to identify both the continuity of certain definitions on the FinEs2 Plan and other elements that constitute clear ruptures. [ABSTRACT FROM AUTHOR]

In this article we will analyze one of the axes of interviews to young people from two secondary night schools in Viedma, Rio Negro, Argentina, starting from questionings intended to know the practices of political participation of young people, as socialization experiences at night middle schools. In the practices of political participation it is possible to visualize different strategies on the part of students: non-participation, performance as class delegates, in the Students' Union, among others. Among the results it was noted that, for some young people, participating in the Students' Union is more related to the necessity of building a space with certain autonomy in regard to adults, than to a political strategy. [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]