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During the first decades of the 20th century, the supply of paper for the printing industries in Mexico became a problematic issue. Production difficulties, price increases and poor distribution during the monopoly of the San Rafael factory started a deep debate on the modernization and interference of the State in the paper industry. This article analyzes the transition between the private monopoly and the creation of the public company, Productora e Importadora de Papel Sociedad Anónima (PIPSA) in 1935, during the government of Lázaro Cárdenas (1934-1940). Through parliamentary debates, press articles and ministerial reports, the questioning of the monopoly as a public policy, the birth of PIPSA and the results in its first years of operation will be explained. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La transición hacia el uso del papel para la enseñanza de la escritura en las escuelas elementales públicas en México no fue sencilla. Al finalizar el siglo XIX, se había cuestionado el uso de las pizarras por el riesgo que representaban para la salud, pues muchas veces los estudiantes borraban sus escritos con saliva y el material con el que estaban fabricadas no siempre guardaba las especificaciones necesarias, además el ruido al escribir era insoportable. En cambio, el papel, desde el punto de vista higiénico, pedagógico y estético, fue considerado un material superior frente a la dureza de la pizarra, el brillo de la superficie y la poca precisión que se obtenía en el trazo de las letras. Derivado de este planteamiento, se vislumbró seriamente la posibilidad de la adopción de papel en las escuelas oficiales. Sin embargo, este material era escaso y muy caro. Hacia el cambio de siglo, sólo dos fábricas de papel podían surtir a las escuelas y era necesario que abarataran el precio, que el sistema de distribución garantizara el abastecimiento y que el suministro fuera continuo. Este artículo analiza el inicio del proceso de reconversión de una tecnología para la enseñanza como era la pizarra por el papel. Analizo el gasto que significó y cómo esta modificación fue resultado de una multiplicidad de relaciones sociales, culturales, económicas y políticas que se entrecruzaron para dar una nueva configuración del tiempo, el ruido y los valores establecidos en el salón de clases. The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom. [ABSTRACT FROM AUTHOR]

In this article we study the particularities of editorial practice in contexts of confinement in Argentina through the systematization and analysis of five publications, already published or in the process of being published, which were formulated within the framework of pedagogical-political practices carried on by the Prisons Extension Program of the Philosophy and Literature Faculty of the University of Buenos Aires. These five cases will be addressed in order to observe what meanings guide the editorial processes through the marks imprinted on them by the specificity of the writing that summons them and the territory to which they belong. Publishing in the context of a pedagogical project developed by the university configures collective territories where writing and publications can display and carry plural voices, which are strengthened in that plurality forged in the heat of individual and collective subjectivation processes made possible by education and writing. Editorial practice is inseparably intertwined with actions aimed at defending rights, narrating lived experiences and building a collective history which are part of the desires and expectations regarding publication. [ABSTRACT FROM AUTHOR]

Copyright of Estudos Ibero-Americanos is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudos Ibero-Americanos is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Montes is the property of Colegio y Asociación de Ingenieros de Montes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Historia Contemporanea is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia y Comunicación Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)