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The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

The FCH at UNLPam is one of the first universities in the country to give signs of commitment regarding gender. Among these is the Interdisciplinary Institute of Women Studies, created in 1993. In 2008, UNLPam legislates for the use of non-sexist language when applied in the degrees granted. In 2010, in the view of the changes on the Teaching Studies curricula, an Integral Sexual Education Seminar was incorporated; and nowadays, Extracurricular and public lectures are given in the form of Cátedra Libre named Educación Sexual Integral y Derechos Sexuales y Reproductivos. It emerges along with the local forum for the rights to legal, safe and free abortion. The creation of this Chair reflects the interest in studying the complexities of the bodies, sexuality and gender in education, particularly at schools, as a socializing space in different levels. University functions are not only formative, but also being a central part in formulating public policies in education. This paper attempts to account for the articulation between the activism processes that have been taking place in the city and the accessibility found at the university decision- spaces. [ABSTRACT FROM AUTHOR]

This paper seeks to initiate a reflexion on education as another way of thinking of the May 1810 revolution in Argentina. Such a goal requires returning, among other things, to the objectives of the May Revolution, which were the principles intended for education, what kind of knowledge and skills were believed to be necessary, which was the relationship between education and change and what were the philosophical, political and pedagogical educational paradigms of that time. The insistence of some of the "men of May" about the new government to be based on an also new citizen made them rethink education, in order to ensure the people's access to revolutionary ideas with which they intended to found a new order, and perhaps a nation. [ABSTRACT FROM AUTHOR]

The fragmented condition of current educational order is a phenomenon that's been studied recently in Argentina. Fragmentation in macro political terms, as an effect of transference of educational services that, from an economic logic didn't recognize the necessary conditions to produce an effective decentralization. A Socio-educational fragmentation expressed in the institutional field with a pronounced social stratification inside schools. Recent social changes are shaping up an idea of the social as a conglomeration of scarcely articulated fragments. Said changes are generating new and deeper social-cultural distances in between the different groups that constitute what once could have been conceived as a "whole". What are the role of political discourse and particularly the role of official discourses in these processes? This paper, starting from an analysis of the official discourse of the province of Córdoba; attempts to show how the official formulations of the educational policy displaced the concept of segmentation from political discourse, generating new meanings for the system and school. [ABSTRACT FROM AUTHOR]

Education is an ideological activity which responds to theoretical, political, cultural, socioeconomic and historical circumstances. Thus neither pedagogical practices nor educational theories are neutral as both are firmly based on paradigmatic conceptions of man and on their worldviews. There is then a need to analyze both of them and their intertwining relationships in the light of philosophy, politics and education in order to carefully consider what their aims actually are. These goals give sense and meaning to Institutional Educational Projects (PEI, by its acronym in Spanish), which generally respond to the requirements of the Ministry of Culture and Education. This paper studies the philosophical foundations underlying the PEIs of the first and second levels at a Basic General Education school in General Pico, La Pampa, and provides a cogent interpretation of the anthropological idea that lies beneath such projects in order to generate an open space for debate and inquiry at an institutional level and to foster new proposals to improve educational practices in general. [ABSTRACT FROM AUTHOR]

This article explores the representations and meanings regarding social inequality socially constructed in schools since the implementation of the Federal Law of Education in the 90's. This work analyses the implementation of institutional articulation policy in one school in the suburbs of Buenos Aires with the intention of describing how decentralization and autonomy policies contribute to reinforcing social inequalities in schools' everyday life. By reference to concrete ethnographic situations, we describe the process by which schools implemented the institutional articulation between former primary and secondary schools in order to understand not only what people say about social inequality in a particular moment in history, but also what people "do". As a result, this paper intends to describe the differentiation process among and within schools that the implementation of neoliberal policies leds to. [ABSTRACT FROM AUTHOR]

This paper intends to describe the managing characteristics shared by schools of the first and second Basic General Education levels as a result of the implementation of the educational reform in La Pampa. To the purpose of this research, we analyzed the institutional guidelines set by headmasters and compared the conclusions stated in our previous research (1995-1999) with results from recent case studies. In most of the schools included in our sample we observed the recurrence of similar skewed contextual readings and managing practices. These particular managing styles reflect the principals' key role in the adaptation of the Institutional Educative Projects (IEP), requested by the central administration, to the different schools' needs. As a conclusion, we can say that, despite the institutional difficulties faced by those in charge of managing positions, the school headship is the possible space where to generate deconstructing and reconstructing policies via alternative projects and managing groups who can reconsider our institutional history and provide a new significance to the established educational practices. [ABSTRACT FROM AUTHOR]