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This paper doesn’t attempt to situate the figure of Paulo Freire in the context of Latin America or international pedagogy. In this paper, the author presents a synthesis of the Angicos (Braisl) political literacy experience, asking what Freire learned from the Angiços experience. The following questions are developed in the paper: How Freire consolidated his pedagogical model through a social science based on a critical hermeneutics? How his thinking evolved into a theory of social and cultural reproduction, looking particularly to the role o education? And, how then Freire moved into a critical social psychology focusing on domination and the developmental pedagogical subject? Freire was inspired by the profound political and pedagogical experience of Angicos and his political pedagogical practice, understood praxis as collective learning. At the conclusion, the author discusses the two obsessions of Freire, already present in the Angicos experience and that stay with him throughout his life: the relationship between democracy, citizenship and education, and education as a postcolonial ethical act of social transformation. Received: 30/04/2013 / Accepted: 18/09/2013How to reference this articleGadotti, M. (2014). Alfabetizar e Politizar. Angicos, 50 anos depois. Foro de Educación, 12(16), pp. 51-70. doi: http://dx.doi.org/10.14516/fde.2014.012.016.002

This paper shows the analysis of different ways in which Latin American countries have faced the reform processes in the last 20 years. For this purpose, the ways how Argentina, Brazil, Chile, Paraguay and Uruguay have extended compulsory education are taken as analyzer. Firstly, we contextualize the socio demographic situation of the studied countries. Secondly, we make a brief review of the schooling processes in these countries and their outstanding historical trends related to the extension of compulsory education. Thirdly, we describe the secondary education organization in the context of national reforms of the last twenty years. Finally, we analyze the ways of secondary level admission and graduation in each country and some educational indicators with the aim of visualizing some decisive aspects in compulsory secondary education.Received: 07/10/2013 / Accepted: 29/11/2013How to reference this articleRuiz, M. C., Schoo, S. (2014). La obligatoriedad de la educación secundaria en América Latina. Convergencias y divergencias en cinco países. Foro de Educación, 12(16), pp. 71-98. doi: http://dx.doi.org/10.14516/fde.2014.012.016.003

This paper reflects outcomes of research comprising an area or type of education in a way unknown and generating interest today: classrooms and hospital schools. The study of this educational track in Argentina is limited to the specific context of child hospitals. Even though the aim is not idealizing Hospital Education model through the sequence of ideas contained, note that the historical example of survival and development offered by the Argentinian context can lead many contributions and suggestions for improvement in other national contexts that make up this educational track. Therefore, constituting Argentina one of most advanced countries in some dimensions related to educational care in hospitals, we have to present its prism of experience with an emphasis on purposes such as compensating, egalitarian fact and social risk minimization that this educational service for hospitalized children implies.Received: 30/04/2013 / Accepted: 22/09/2013How to reference this articleGarcía Álvarez, A. (2014). La educación hospitalaria en Argentina: entre la supervivencia y compromiso social. Foro de Educación, 12(16), pp. 123-139. doi: http://dx.doi.org/10.14516/fde.2014.012.016.005