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The present article describes the main qualities and strategies of the school's Principal leadership in a school in the region of Ñuble, Chile. The analysis of the case study is carried out by using a qualitative methodology with an interpretative approach, by means of the conduction and analysis of 12 interviews and 1 focus group to different actors of the educational community. Based on the methodology proposed by the International Successful School Principalship Project (ISSPP), we address the challenges posed in the context of school management, the contributions of the school management team, the integration of students coming from different social and cultural backgrounds, and the raising of achievement levels in the school. The study concludes that the qualities and strategies that characterize the school leadership evidence a successful leadership, as demonstrated by the integration of the three types of leadership: transformational, distributed, and pedagogical. [ABSTRACT FROM AUTHOR]

The article conceptualizes the category 'botanical gestures' and develops arguments about the relevance of its incorporation in educational research. This foundation includes a vast bibliographical tour through theoretical and literary texts. He also proposes two intermezzos that incorporate references to the visual arts. Finally, it states a propositional agenda that constitutes an expansion of two agendas previously stated by the authors of the work. [ABSTRACT FROM AUTHOR]

Through the recognition of the qualities of plants that promote life, the study proposes these characteristics as necessary for the generation of living environments in education and research. Autopoietically, we identify relationships of sensitivity, collaboration, movement, travel, communication, memory and care. We value these qualities for the learning, change and transformation environments necessary in Education, which constitute dynamic, self-organized, changing and complex environments that are recognized as narrative environments. This work contributes to the understanding of life-research as an investigative and narrative experience, which from bioinspired research models, makes research possible as an experience of life itself that happens in its future. [ABSTRACT FROM AUTHOR]

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]

The article deals with Antonio Gramsci's itinerary in the Italian and Latin American pedagogical field between 1968 and 1991, that is, between the protest movements of 1968 and the dissolution of the USSR. The most dynamic phase of the educational study of the Sardinian in the peninsula occurred between 1968 and 1976, while in Latin America it took place from the mid-1970s to 1991. As a hypothesis, it is suggested that the crisis of Marxism in the 1970s had disparate effects on the two regions and on the pedagogical study of the sardinian: in Italy it provoked a retraction, but in Latin America, intellectuals continued to reflect within the paradigm in crisis and resorted to Gramsci to renew educational research. The article concludes that the regime of Gramsci's pedagogical circulation between the two regions during the period was not exempt from a double condition: center-periphery dynamics and a patriarchal logic. [ABSTRACT FROM AUTHOR]

This article studies the experiences of schooling during the pandemic in Argentina and identifies the relationship between digital technologies and inequalities. We present quantitative and qualitative results of two research projects that inquired about the daily life of families in Argentina based on the analysis of access to technological devices and the forms of pedagogical accompaniment and the development - or not - of the necessary skills. Among the most relevant results we find that the socioeconomic level and the social, cultural and educational trajectories of the adults in charge were crucial factors when evaluating the ways in which the period without face-to-face classes was traversed. Added to this, the conditions of access to digital technologies, the virtual education dynamics proposed by the institutions, and the digital skills that mothers and fathers possessed, or were able to develop, resulted in different and unequal schooling experiences during the pandemic. [ABSTRACT FROM AUTHOR]

In this text we will address a series of reflections that explore the conceptions of body, corporeality and itself; trying to come up with a position on the subject. This work is not a contribution to phenomenology, nor is it even strictly indebted to itii. It merely constitutes an incoherent/insurgent/chaotic/irreverent attempt to express a singular and subjective position that has ramifications in spaces apparently far from the academic field and distant from each other, such as: the low rate of completion of theses and dissertations in postgraduate courses, the active resistance to death by dualism in the academic world, teacher training, the ethical dimension of evaluation and life itself. [ABSTRACT FROM AUTHOR]

After theoretical debate around the inter or transdisciplinary character related to production of knowledge at the contemporary university; Education was again being moved back to the epistemological tribunal. No longer by its condition as a discipline, but due to that the trait of discipline itself faced the institutional demise. With that dilemma, a former question returned in educational field, namely: how Education might be comprehended as scientific discipline? That question turns out to be essential to ponder the epistemic role of educational research. Oriented to that, the notion of academic discipline is examined, exploring their conceptual requirements and limits. Accordingly, the Wilfred Carr's theoretical proposal of educative practice is revisited, and connected with two fundamental epistemic dimensions for understanding the meaning of discipline of knowledge: the disciplinary language and object. Finally, it is concluded that the concept of educational practice is crucial to defend the disciplinary status of education. [ABSTRACT FROM AUTHOR]

As part of the research project "Teacher's subjectivities and transference links in the classroom", from the Psychology chair of Human Sciences College at National University of La Pampa, we systematized information from autobiographical narratives collected during the seminar "Tansference links in the neopandemic. Subjective effects on children, youth and adults and educational institutions". The stories about school situations in pandemic, and after the return to face-to-face, enabled the analysis of the challenges of this transfer during times of exceptionality, as well as the subjective impact and link in the return to the classroom. Subjective differences, socioeconomic inequalities, affective disconnection or bond fragility, although they were observed prior to MPSI (Mandatory Preventive Social Isolation), seem to have deepened during the pandemic. Consequently, new challenges arise to strengthen the pedagogical bond in the face-to-face modality and, when applied, in the hybrid modality. [ABSTRACT FROM AUTHOR]

The objective of this article is to describe the process of transferring the Psychological Wellbeing Information and Monitoring System (hereinafter SIS-BP) in secondary schools in Tarapacá, northern Chile. First, theoretical and contextual background on psychological well-being in education and on transfer in the Chilean school context are exposed. Second, following the Bozeman transfer model, the SIS-BP transfer process carried out with the schools is described. At the end, we reflect on the implications of the transfer from the social sciences to the educational context based on SIS-BP experience. [ABSTRACT FROM AUTHOR]

Governments and institutions such as UNESCO believe that Information and Communication Technologies (ICT) are required to achieve high-quality education. Many initiatives to create digital resources have arisen from Covid lockdowns and isolation periods to support the teaching and learning process. Some websites, most of them of low quality, allow students and teachers to share tools. Therefore, minimum quality standards must be established and assessment tools created, so teachers can make their own resources and evaluate those of third parties. The eDocente Innovation Laboratory of Arts and Humanities (LIDAH) research project aims to establish procedures to create and evaluate digital learning resources. The methodology is based on the evaluation of the educational tools through user experience (UX), checking whether the tools meet teachers' and students' needs and expectations as main users. Action guides and rubrics will then be established based on different evaluation techniques to generate and filter educationally efficient resources. [ABSTRACT FROM AUTHOR]

The present work deals with the youth transitions of young mothers, mediated by a state device such as municipal kindergartens, which open possibilities for them in terms of trajectory. The results of a study carried out through interviews with directors of municipal gardens and young mothers who attend them are presented, through a qualitative methodology that combined virtual and face-to-face interviews. The information collected was processed considering the most important variables of the survey. From its analysis, the main results are presented. The article also reviews the current situation of the initial level, showing the inequality in access to this level by the most vulnerable sectors, describes the network of kindergartens in Avellaneda and presents a theoretical framework for the analysis of the interviews. mentioned. Finally, it offers final comments to continue the theoretical discussions. [ABSTRACT FROM AUTHOR]

This essay aims to establish a dialogue between the pedagogical contributions of Paulo Freire, Frantz Fanon and Boaventura de Sousa Santos, with the purpose of claiming the collective construction of a pedagogical alternative that from the south provokes indignation, promotes ecological awareness and instills a social role. If the pedagogy that promotes modernity has as its main characteristic the dehumanization of the human being, the pedagogical alternative from the south will have its humanization as its goal. This is the power that counter-hegemonic education keeps within itself. Through the pedagogical postulates of these three intellectuals, the aim is to become aware of what modernity denied us for centuries: the possibility of creating anti-colonial, anti-capitalist and anti-patriarchal subjectivities. [ABSTRACT FROM AUTHOR]

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]

Museums are educational contexts where people develop different types of experiences. A study is presented that tries to understand, from different perspectives, the experiences of young people in museums. 89 young people, located in the age group of 13 to 22 years, from different localities of, Las Higueras, Córdoba Capital, La Pampa and San Luis) and from different educational institutions (state-managed and private). In addition, three museum educators were interviewed; the first one has a degree in Initial Education, she works in the Regional Historical Museum of Río Cuarto as the person in charge of the Educational Extension Area. The second one has a degree in Art, she is in charge of the guided visits in the Museum of the National University of Tucumán; and the third works as a nonteacher in the Education Area of the Museum of Anthropology, of the National University of Córdoba. Semistructured interviews conducted by video calls to museum educators and online questionnaires for young people were used for data collection, since the process was carried out during the pandemic context. The data analysis was performed based on constant comparisons and open and selective coding. The results indicate that some young people perceive museums as foreign, boring and unmotivating spaces, however, they identify some educational potential of these contexts. The analyzes highlight that the young public needs to participate in interactive proposals that favor social exchange and challenge their creativity. It will be necessary to work on the design of diverse, situated and contextualized strategies for young people. [ABSTRACT FROM AUTHOR]

The article investigates the educational question in the Prison Notebooks from the binomial intellectuals and hegemony. A reference in Latin American critical educational theory, Antonio Gramsci encourages educational studies in the region. However, this assiduous evocation is not often accompanied by a subtle knowledge of the theoretical and historical plot of prison concepts. Hiatus that has become more eloquent in recent decades, when his work is increasingly investigated in a philological key and renewed keys of interpretation emerge. In order to explore the pedagogical topic in Gramsci, the article links the hegemony / intellectuals binomial with the notions of hegemony crisis, passive revolution and permanent revolution. In this way, proposes to address the question of intellectuals and education in the Prison Notebooks through the following series: on the one hand, bourgeois hegemony - passive revolution - passive pedagogy; on the other, proletarian hegemony - permanent revolution - active pedagogy. [ABSTRACT FROM AUTHOR]

This reflection article has the purpose to analyze the possibilities of the desire in the school. Thus, a pedagogy of desire is presented, articulated to three educational and curricular principles of the 21st century, as a call to the endurance, to the solidarity and to the responsibility to overcome the hopelessness of the current crises. The text is structured in three parts. In the first, an approach to desire is made --bound to the Eros and to the literature- as a way to confront with financial capitalism. In the second, it deepens in three dimensions of the desiring spirit, under an idea of integration and simultaneity. Finally, the possibilities of the desire in the school educational experience are pointed out. From the above, it is concluded that if the school education aspires to transcend and face the current crises, it must take the desire -and therefore the endurance- as a founding principle of its interactions, where the desire for the other, for oneself and for the knowing is an opportunity that moves to action in search of a preferable common life. [ABSTRACT FROM AUTHOR]

As a sensory voice that confuses the sovereign subject with the atmospheres of their environments, the erotic becoming in the disciplinary normativity of educational research, performs how we get involved in a research with our desires. Epistemically, in this article, we counter-interpret autobiographic erotic riches from the narrative exercise of renouncing the sovereign conscience of its enunciators. The de-identification of the researcher is valued, for this, as an expansion of the linearities of the realistic interpretation of the affects. [ABSTRACT FROM AUTHOR]

In the context of the effects generated of the discredit of the collective and institutions, of the dissolution of social regulations and the individualization of the subjects. The article develops the argument that in order to configure a subjectivity and an identity for themselves and others, teenagers and youths have to conform to the individual behavior patterns determined by parents and teachers as if they were generalizable regulatory frameworks. And with this as if, gradually, setting ways of cynic action against what is said to be the right way to act. This relates to the challenges that in school context cause to classify them as an anomic youth in which solutions only meet with individualized ways of sentence, without pondering that there are more ways of attention linked to the possibility to regain symbolic strength of regulation and the imaginary creation. [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]

The study starts from the understanding of the childhood as a vulnerable period. Thus, the way that the different professionals take action during that stage proves to be an essential aspect in order to boost their wellbeing. In this sense, this article examines two theoretical perspectives of vulnerable and unprotected minors, by making a distinction between child protection and child welfare. From now on, we state a case study developed in a Basque Country municipality. The focus of this study is the work conducted by the municipality's social committee, as well as the committee's social workers' perspective of children and teenagers. For that purpose, we opted for a qualitative and participatory methodology, focused on document content analysis and semi-structured interviews. Finally, we conclude that the municipal social workers' perspective consists on a child welfare-based approach. [ABSTRACT FROM AUTHOR]

The concerns presented in this article appeal to give an account, through biographical narratives, of the experiences felt by menstruating people when staining themselves in educational spaces. In this sense, the urgent need for a comprehensive menstrual education is addressed within the materials of Comprehensive Sex Education. In the search to demystify the normalizing and stereotyped discourses. The purpose then is to write and register the menstrual cycle in ESI. Stain ESI menstrual red. Of the blood that is not spilled by violence and that iterifies to be hidden. As if containing it were possible, menstruating bodies are required not to make visible the traces or records of their cyclical sexuality. [ABSTRACT FROM AUTHOR]

The article aims to reconstruct the formative-disciplinary practices that occur in the territories for disciplinary research in Education Sciences undergraduate course. For the development of the work, we position ourselves in a qualitative methodology, specifically in the case studies. In this sense, the cases selected for this study were two teams from the subjects General Didactics and History of Argentine Education, which were reconstructed from in-depth interviews with directors, researchers, undergraduate and graduate students. We fully identified three formative territories for disciplinary research: the field, the office, and the extra-institutional territories, in each of which diverse pedagogical links were configured according to the limits imposed by the epistemology of the discipline. Although each formative territory has singular connotations, there is a dialectic among them that feeds back, communicates and constitutes them. [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]

Faced with a crisis of this nature, so dramatic, universal and resistant, I propose to analyze the most urgent and pressing challenges that this exceptional situation presents to the educational task. Facing the uncertainty, complexity and sophistication of such a universal system of relationships in which problems, possibilities and challenges of such an unpredictable, complex and immeasurable nature continually emerge require the development of individual and collective wisdom, that is, qualities and personal and social resources of a higher order, of a cognitive, emotional, ethical and social nature. For this purpose, it seems to me essential to unravel the complex, open and indeterminate nature of the mechanisms and processes of construction of the human subject, in the strange coordinates of this digital, global and pandemic era. What does it mean and how is the educational learning of knowledge, skills, attitudes, emotions and values promoted? How to understand the conscious reconstruction of the subconscious mechanisms that are acquired in everyday experience? A new pedagogical culture and another way of understanding the school as an institution makes its way with both necessity and urgency to seek the design of contexts, projects, relationships, forms of teaching and evaluating and ways of conceiving the truly "educational" teaching function, which accompany and provoke the possible development of autonomous, cultured and supportive individuals. [ABSTRACT FROM AUTHOR]

Yoga is a comprehensive discipline that promotes states of balance and well-being through a set oflifestyle guidelines and techniques. In view of the extensive research showing the benefits of the inclusionof yoga in educational settings, in 2018 we launched a project entitled "Yoga en la Escuela" ("Yoga atSchool") in a secondary school in the city of Rosario, with highly positive results in terms of students'comprehensive learning. The inclusion of weekly classes taught to the first year class and the training ofsome of the teachers in breathing and concentration techniques have had a positive impact on emotionaldevelopment, personal well-being and academic performance, both as perceived by the studentsthemselves and by their families and teachers. [ABSTRACT FROM AUTHOR]

The work focuses on education, social atomization and the terror of political authoritarianism and neoliberal fascism. Two different political tremors that shake the world these days are analyzed: on the one hand, the spread of resistance to the emerging neo-fascism; and on the other, a new emergence in massive forms of collective resistance against neoliberalism. The question lies about how education gives rise to ways of selftraining that can allow people to resist fascist and neoliberal mentalities. Pedagogy, as a resistance tool, opens a space for translation, criticism and resistance. This is particularly crucial in the face of atomization that isolates individuals and fosters a sense of helplessness by stating that the existing order cannot be changed. In order to dismantle these regimes, we must also find a way to break the atomization patterns that make them possible. Without hope there is no possibility of resistance, dissent and struggle. Organization is a condition for struggle, and hope is s condition for organization. Hope expands the space of the possible and becomes a way to recognize and name the incomplete nature of the present. [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 text offers a set of notes that are meant to dialogue with some of the concerns proposed by the authors of the Manifesto. The line of reflection begins with the implications of Biesta and Säfström's demand regarding a possible manner of questioning that addresses the ontology of education as a nodal matter for theory and education research. Our proposal focuses on the enquiry regarding the tensions resulting from dealing with the signifiers of education from a different epistemological register. Relying on the episteme of Human Sciences certain topics arise, that support the idea that education dwells in the cultural field and makes sense because through education the process of humanization is generated and produced. Speaking on behalf of education in an educational manner requires the overcoming of binarism to enable a line of thought in terms of paradoxes and complexity. [ABSTRACT FROM AUTHOR]

In November 2010 the authors finished the writing of a manifesto for education. Themanifesto was an attempt to respond to a number of issues concerning education, both in the field ofeducational research and in the wider socio-political environment. This is the text of that manifestofollowed by two commentaries in which the authors try to highlight some of the reasons that have ledto the writing of the manifesto, and in which an attempt is made to situate the manifesto in a numberof discussions and debates. [ABSTRACT FROM AUTHOR]

In Argentina, the relationship between Information and Communications Technology (ICT) and education get renewed strength from digital inclusion policies, whose main exponent is the program Conectarlgualdad. It is our purpose to examine teachers' representations in relation to these processes, their modes of use and digital appropriation, pedagogical and political-ideological models that hold and organize them, the skills that they recognize and, in general, the weave of perceptions which make intelligible increasingly complex techno educational environments. In this sense, the field of communication/education links with a critical pedagogy that challenges teachers not as technicians, but as a public intellectuals, capable of promoting critical engagement trough different records of meaning that turn into pedagogical practices inside and outside the classroom. [ABSTRACT FROM AUTHOR]

In Argentina, the relationship between Information and Communications Technology (ICT) and education get renewed strength from digital inclusion policies, whose main exponent is the program ConectarIgualdad. It is our purpose to examine teachers` representations in relation to these processes, their modes of use and digital appropriation, pedagogical and political-ideological models that hold and organize them, the skills that they recognize and, in general, the weave of perceptions which make intelligible increasingly complex techno educational environments. In this sense, the field of communication/education links with a critical pedagogy that challenges teachers not as technicians, but as a public intellectuals, capable of promoting critical engagement trough different records of meaning that turn into pedagogical practices inside and outside the classroom. [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]

All educational technology, all pedagogy, has always explicit or implicit a philosophy of education, in order to determine the purposes of it, which will later lead to educational policies decided by the State. This article analyzes two paradigms in education: one conservative, the other progressive. Both of them hold education as a universal right, one from a "substitutionalist" universalism and the other from an "interactive" universalism. Only in the second one the differences can be thought as dismissing the hegemonic subject for which the recognition of the Other and the Other as an alter ego, mediated by narrative and dialogue is indispensable. This dialogue requires a comprehensive, understanding listening, that always reinforces the arguments of the other (he or she). This communication will be politically efficient if an inclusive moral contract exists. A contract that makes an invitation to tend bridges of listening as a precondition to collective construction. [ABSTRACT FROM AUTHOR]

In the framework of the investigation related to knowledge (Rapport au savoir) in students of basic education in three different grades (7°, 9° y 10°) in Santiago de Cali, Candelaria and the village of Cabuyal (Colombia), we have found the theories about school failure, in which context emerges the relationship with knowledge in a socialanthropological orientation, which is the referent theory in our research. This theory explains that the phenomenon has been produced just to classify different problems of the school system (basically, those related to students’ poor outcomes). Therefore, the aim of this article is to determine the school failure in its emergency context as well as in its sociological theories. Given the extent of the literature and the geographical areas, our interest is limited to the sociological theories of inequality and the transmission of knowledge in France, important branches of the educational sociology. [ABSTRACT FROM AUTHOR]

After ten years of publication of the "Manifesto for education" we can af- firm that it did not seek to be a model for the future of education nor was it conceived to be, but nevertheless tried to express something "about" education and something "for" The education. In that sense, the "Manifesto" tried to express real and incessant concerns, for which "it is worth fighting," whenever we consider that "fighting" is perhaps too strong a notion in a world characterized by tension and conflict. In the lines that are expressed below, we share some reflections about said manifesto, being aware that its traces and concerns are latent in those who consider education as a space of complete freedom. [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]

The present work attempts to articulate some theoretical issues that will allow us to think of the elements of a critical mode of tension produced between the social place rhetorically assigned to work and the teachers work as well as the world of ideological representations that are real and in an effective form and objectively operates these terms. We believe that despite all transitions of a decade in this new millennium, there are issues related with fundamental issues of gender, class and ethnicity that demands to be addressed and problematized in educational fields. For example, we will take the case of the tragedy of seven teachers who due to their hard work were killed on the Santafesine roads in Argentina. We will highlight the tip of the iceberg that is our point of departure for our reflection and debate on the conditions of teachers and their role in this new conjuncture in our recent history. [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 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]

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]

The development of the students teaching-learning process in higher education requires a harmonic conception that will allow students to give answers to the demands that society poses on university graduates. That is to conform an integral human being, capable of carrying out different functions and tasks competitively in all the spheres of life. Didactics, the science whose object of study is the teaching-learning process, is characterized by a system of concepts, categories and laws which, combined, give direction and emphasize its development in order to achieve independent and creative professionals, fully committed to their social roles. With the objective of revealing these aspects, an analysis of the educational teaching process at university level is carried out following a holistic approach in the treatment of the fundamental didactic categories. [ABSTRACT FROM AUTHOR]

"Men for Democracy" -- a piece of research work -- has led up to the elaboration of a didactic approach which makes use of narrative for the development of values. The point of departure is not everyday ordinary matters and situations (family, school, governmental institutions…) but myths, bearers of symbolic tools with a high level of abstraction but easily understood in narrative contexts which favour the construction of meaning. In narration, canonical issues (what is habitual or customary) have been transgressed, giving way to exceptional issues which in turn result in stories that act as a link between the world of culture and the world of wishes, beliefs and hopes. Myth favours reflection upon values. The spiral method goes from the reflection on mythical action to the reflection of actors on their own actions and enables metacognition. At the same time, school opens spaces so that students can make interchanges and allows for a favourable institutional atmosphere open to participation and decision-taking because relationships are horizontalised as to power distribution. The result is real learning that students can transfer to their future life as citizens. The methodology for ethical and citizen education is characterized by a selection of didactic devices which activate action and reflection, by contents organized in a recurrent way and a system of evaluation interwoven with learning. [ABSTRACT FROM AUTHOR]

The manifesto for education was, at the time, an attempt to answer a number of issues that concern education. After some years of its publication we return to its foundations and reflect on them in the light of current concerns. In these lines we revisit the manifesto knowing that many of the aims and objectives of that publication are present today and invite us to continue the struggle. [ABSTRACT FROM AUTHOR]