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The government of poverty becomes educational policy and pedagogical approach in schools that develop proposals of education differentiated according to "sex", aimed at children and adolescents from popular sectors. Teachers' conceptions about their work with these sectors are based on a naturalistic and "social" reading of gender, which justifies the physical separation of boys and girls, and the supposed greater effectiveness of the work of educating if the "sex" of the teacher is homologated with that of the students. A pedagogical work is deployed with families in which they are placed as a threat or as possible allies, in terms of social work on gender violence in the family space. Gender policies are thus re-appropriated locally, justifying an organizational and pedagogical model based on physical separation and segregation according to criteria of inequality and differences, which reinforces the fragmentation of the system and segregation processes. The paper is based on a qualitative research developed in a private Catholic school that separates boys and girls in the city of Buenos Aires, and sought to understand the articulation of class and gender in the production of educational inequalities and their approach from the teachers' point of view. [ABSTRACT FROM AUTHOR]

The aim of this paper is to share some similarities about what children and young people obtain from work and school. The main protagonists in the research are children and young people who try to cope with two activities: school learning and work. The objective of this paper is two-fold: on the one hand, to make visible child and adolescent work in our region, since there is not a symbolic or social recognition of it, neither from the school sector nor from people in general and, on the other hand, to show that the school/work relation is a complex one: working children have to deal with different situations in order to keep up schooling: absences, late arrivals, tiredness, temporary desertion, promotion failure, lack of time to study and do homework. These students do not get special attention from their families, the state or the school system. [ABSTRACT FROM AUTHOR]

This paper presents theoretical and methodological aspects of a current doctorate sub-project referred to the psycho-social processes involved in the construction of demands by youngster and adult education (EDJA in Spanish). It belongs to a framework project which analyzes factors and processes that takes into account the situation of the demand of EDJA in popular sectors of Buenos Aires City (Dir.: Sirvent) that has diagnosed a situation of deep educational poverty and the validity of the principle of accumulative advance in education. The paper presents some analysis categories integrative axis. It emphasizes in one of these axis, centered in the educational trajectory, starting from a life story taken as a case study that allows us to understand the development of the construction of demands processes in the dialectical interplay among the schooling, the EDJA and the social learning, considering the subject in their integrity and in their vital, family and socio-historical context. There are educational lacks which accumulate and feed each other, causing exclusions and configuring inhibiting psycho-social aspects. However, the dynamics of the stimulating learning are also observed. Our future work aims to combine investigation and intervention on these problems through participative instances of collective construction of knowledge. [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

Through this presentation we aspire to show the main results of a research that a group of teachers and researchers of the Department of Investigation and Educational Statistics of the University of Buenos Aires carried out between 2004 and 2008, and set out some teaching concerns that came up in this process, related to the challenge that represents the teaching of the practice of scientific research in the formal framework of university course. The research process that we are referring to, seek to contribute to the theoretical field related to the pedagogy of research training and specifically investigated about the changes of conceptualizations about scientific research in Social Sciences that students of Research and Educational Statistics I are carrying out. This paper is organized in three moments: The presentation of the problematic situation which started the research problem. The description of the student's previous knowledge and final constructions about the scientific research. The development of some answers about student's process of change of scientific research ideas. [ABSTRACT FROM AUTHOR]

This paper is part of the Superior Education Politics: between the Social State crisis and the peak of the Neoliberal State. Teaching, investigation and management in the Argentinean university, research project accredited by the SECAT-UNCPBA and the Incentives National Program 2009/11. The general goal of the project is to identify and describe the configurations of the superior education politics developed in Argentina between the Social State crisis and the Peak of the Neoliberal one, tackling the academic teaching and investigating labour with the "new territorial expansions" of the superior education offer, as well as the modalities of the government and the university management in territorial spaces of the southeast of Buenos Aires. The lines of research spreads in certain objects: the academic profession and its development en different scientific and institutional scopes; the government and management practices in the university faculties/degrees and the knowledge circulation-production-reproduction in a superior education marketing context. The work presents progresses of the study in academic, government and Management practices between the middle seventies to the first years of the XXI Century, analyzing continuities and ruptures in teacher departments, programs and disciplines conformation processes. We take into account a weave of politics, actors, power and knowledge struggles in a socio-cultural and territorial space. [ABSTRACT FROM AUTHOR]

The rise of the novel in Argentina was closely related to the Buenos Aires's press. On the one hand, newspapers became tools to shape the public opinion; on the other hand, they developed into fields where the novel was used to explore the processes of social changes. This paper has been dedicated to the analysis of the South American newspaper (1884-1892) and its serials, as far as its communicational strategies that joined every section may concern. At the same time, it has been written to investigate the use of the novel as a political instrument to reinforce the newspaper's propaganda. At first, it describes the Argentine press modernization process during the last two decades of the nineteenth century. Then, it provides details about the mayor features of South America regarding its treatment of political news. Finally, it considers some of the novels published in it, particularly Fruto vedado by Paul Groussac, focusing on its enunciation frames in order to establish links with other political messages of the newspaper. [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 presents the results of a pilot experience in which the effects of story-book reading in the production of narrative discourse were analyzed. A group of five year old children from low-income families from the city of Buenos Aires, Argentina, took part in an intervention program in which a trained teacher daily read stories and interacted with the children about them. Results showed that at the end of the school year children had improved their narrative abilities and were able to produce stories in which they included the categories of the story structure, organized the information in episodic goal related structure and in a coherent sequence of episodes as in the most complex narrative forms. [ABSTRACT FROM AUTHOR]