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Argentine Patagonia was incorporated to the national State late in the last decades of the 19th century, after the end of the bloody military campaign that sought state control of the indigenous territory of the south. From then until the 1930s the process of providing educational institutions to the vast Patagonian territory was discontinuous, slow and very uneven in the different regional spaces, intensifying in the urban nuclei and becoming invisible in the Patagonian mesetaria zone. In this context, it is the purpose of this paper to analyze the trajectories of female students and teachers in the first half of the 20th century from the perspective of those who exercised direct authority over them: principals -mostly males- and school inspectors. We are interested in analyzing, from a gender perspective, the presence of teachers in the classrooms, the desired behaviors and the goals to be met according to pedagogical and axiological considerations, within the framework of a normalizing and prescriptive process. For this purpose, we have used a vast array of sourcesreferring to the National Territory of Rio Negro, including school historical books, inspection reports, school concepts teachers, school visit books, school reports, regional and national press articles. [ABSTRACT FROM AUTHOR]

In this paper, transformations of internal links within the indigenous political field are explored, focusing on the last decades of the frontier. This period, in which the state progresses towards its political unification and institutional consolidation, state policies regarding Indian people show a more unified profile and aim to create the conditions necessary for the frontiers advance. The peace treaties policy, extended to almost the whole indigenous map, will be one of the devices through the state will attempt to canalize and to order its relations with different chiefs and groups. Our interest attempts to identify the probable conditionings and influences of this policy on the indigenous population at the conformation, strengthening and weakening of their political alliances. We intend specifically to reconstruct-within this context-the process of the Calfucurá's leadership, to identify the impact of state interventions over the extent of his political summoning capacity during this period. [ABSTRACT FROM AUTHOR]

As part of the research project called "School textbooks. Images and representations. The building of Patagonia in the school imaginaries. Rio Negro and Neuquén (1884-1957)", we are working upon representations concerning Patagonia in school textbooks either state or religious ones (from the Salesian order), previous and subsequent to the peronist period. Some of the images we have been able to trace in such sources include those of Patagonia as indigenous and deserted, Patagonia as a source of oil, Patagonia as the end of our Homeland, as well as Patagonia for tourists when associated to an Argentinian Switzerland. Such representations were the result of an analysis of geographic, historical and economic contents as found within the texts, either in written language or iconography.This line of work has been followed through the selection, for this paper, of a corpus composed of sixty school textbooks known as Manuales Estrada from such period, bearing in mind that hegemonic government policies gave a crucial importance to the inclusion of certain contents through school textbooks.From a qualitative perspective, we focus on historical, geographical and natural resources contents that allow to identify some elements to define Patagonia's images, as a central purpose of our research. [ABSTRACT FROM AUTHOR]