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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 we aim to search, starting from the iconographic repertory, which was the image of Patagonian aboriginal women constructed through the almost exclusive male point of view. These men were those who visited or take care of the inhabitants of this territory since its discovery. We speak of "Construction" because we supposed that the images are transmitters. conscious or unconscious. of our ideas. We understand that those who produced them registered their particular perception of the reality, that is to say, theyexpressed in the images their own look of the world embedded in the social and cultural frame of the time. To achieve this objective we will take sorne cases that can exemplify this process. We will also take in account the congruence between the written text, the visual text and the material record. [ABSTRACT FROM AUTHOR]