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This article studies the experiences of schooling during the pandemic in Argentina and identifies the relationship between digital technologies and inequalities. We present quantitative and qualitative results of two research projects that inquired about the daily life of families in Argentina based on the analysis of access to technological devices and the forms of pedagogical accompaniment and the development - or not - of the necessary skills. Among the most relevant results we find that the socioeconomic level and the social, cultural and educational trajectories of the adults in charge were crucial factors when evaluating the ways in which the period without face-to-face classes was traversed. Added to this, the conditions of access to digital technologies, the virtual education dynamics proposed by the institutions, and the digital skills that mothers and fathers possessed, or were able to develop, resulted in different and unequal schooling experiences during the pandemic. [ABSTRACT FROM AUTHOR]

We analyze a proposal for the internationalization of the syllabus based on the virtual exchange between the Federal University of Goiás (Brazil) and the National University of Cuyo (Argentina). The experience has allowed reciprocal collaboration for the development of a single syllabus where issues inherent to educational technology were addressed. Mirror classes were developed, with an internationalized model of evaluation by projects, the students designed a Portfolio with evidence of their learning and a WebQuest with the collaborative participation of students from both countries. The exchange was carried out synchronously through videoconferences during the second quarter of 2021. The students have been able to acquire new knowledge from an international cooperation action, sharing essential aspects of their cultures, developing communication skills, which has allowed to promote the contents of the curricular spaces and the work methodologies as part of the internationalization strategy at home. The teaching team of the proposal belongs to the curricular spaces of Educational Technology (UNCUYO-Argentina) and Technologies and Teaching of Foreign Languages (UFG-Brazil). [ABSTRACT FROM AUTHOR]

The objective of this work is to present an analysis of two discourses that would build the curriculum issued by the Ministry of Education of the Nation during the government of Mauricio Macri, to uncover these hidden areas, those knowledges and relationships that provide their conditions of possibility and allow us understand why certain rules, concepts, practices and other modes of relationship among subject, education and teaching were established. It tries to ask us: what are the foundations of the new curriculum and what is left of it? What education and what teaching was designed and for which discipline? In other words, it is about understanding the discourses that establish or sense two curricular documents, or the place that the subject occupies, or teach and educação. [ABSTRACT FROM AUTHOR]

The article aims to reconstruct the formative-disciplinary practices that occur in the territories for disciplinary research in Education Sciences undergraduate course. For the development of the work, we position ourselves in a qualitative methodology, specifically in the case studies. In this sense, the cases selected for this study were two teams from the subjects General Didactics and History of Argentine Education, which were reconstructed from in-depth interviews with directors, researchers, undergraduate and graduate students. We fully identified three formative territories for disciplinary research: the field, the office, and the extra-institutional territories, in each of which diverse pedagogical links were configured according to the limits imposed by the epistemology of the discipline. Although each formative territory has singular connotations, there is a dialectic among them that feeds back, communicates and constitutes them. [ABSTRACT FROM AUTHOR]

In this article we will analyze one of the axes of interviews to young people from two secondary night schools in Viedma, Rio Negro, Argentina, starting from questionings intended to know the practices of political participation of young people, as socialization experiences at night middle schools. In the practices of political participation it is possible to visualize different strategies on the part of students: non-participation, performance as class delegates, in the Students' Union, among others. Among the results it was noted that, for some young people, participating in the Students' Union is more related to the necessity of building a space with certain autonomy in regard to adults, than to a political strategy. [ABSTRACT FROM AUTHOR]

Throughout the 19th century, Latin language and culture makes allowed the lettered classes of the River Plate region to legitimize, in a variety of ways, the vernacular experiences and to shape an imaginary republic in the process of forming a nation state. During the first half of the nineteenth-century, the teaching of Latin experience few significant changes in the methodology or textbooks generally used since the pre-independence period. However, in the last third of the nineteenth century, with the creation of the modern system of secondary education, attributed to Bartolome Mitre, new scientific directions in Historical Linguistics were introduced by hired foreign teachers hired to teach, administrate and publish textbooks for specific subjects, among them Latin grammars, conforming to the requirements of technical and scientific progress. In this article, theoretical reflections proceeding from Glotopolitics and from the history of education allow to examine the configuration of national subjectivities and the impact that in this event has had the transmission of “republican virtues” tied to the Latin tradition. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

The present work attempts to articulate some theoretical issues that will allow us to think of the elements of a critical mode of tension produced between the social place rhetorically assigned to work and the teachers work as well as the world of ideological representations that are real and in an effective form and objectively operates these terms. We believe that despite all transitions of a decade in this new millennium, there are issues related with fundamental issues of gender, class and ethnicity that demands to be addressed and problematized in educational fields. For example, we will take the case of the tragedy of seven teachers who due to their hard work were killed on the Santafesine roads in Argentina. We will highlight the tip of the iceberg that is our point of departure for our reflection and debate on the conditions of teachers and their role in this new conjuncture in our recent history. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze primary education policy during the administration of the self-proclaimed "Liberating Revolution". The few studies that have examined this issue state that the Liberating Revolution government erased the traces that Peronism had left in the education system. Our interest is to review this process. To do this, we analyze the conflicts within the government, the institutional design of education governance and internal organization of schools. We ask whether despite the ideological and political ruptures, it is possible to find elements of continuity with the previous period. Our empirical observation area is the province of Buenos Aires. [ABSTRACT FROM AUTHOR]

If we focus on the educational field, which is the one we are more interested in, we can see that Roca, during his second presidency, tries to make a drastic change in the public educational system in order to eliminate the exclusively political function of the education and create another system following Alberdian postulates. [ABSTRACT FROM AUTHOR]

This study tries to make a revision of the conflicts, negotiations and coexistences that characterized the configuration of the pedagogical field in Argentina during the 1930s, as well as recognizing the place that the New School occupied in it. This school of thought was not totally consistent as a whole: in fact, there was a wide range of interpretations about these ideas. In the Argentine pedagogical field of this decade, the relationship between the State and the educationalists who promoted New School's ideas was not always characterized by imposition or transgression. The New School wasn't an outsider in the educational system and the educational policy received its influence. Argentine promoters of New School that gathered around La Obra tried to present themselves as innovators in terms of pedagogical knowledge in order to appear as the only group capable of transforming the educational system as well as the only qualified to become spokesman for all the teachers in the country. This paper will analyze the underlying logic of the speeches of teachers and educationalists. It will be stated throughout this article that even though the Argentine pedagogical field had close connections with politics, it also followed its own path. [ABSTRACT FROM AUTHOR]

This article focuses on one aspect of the educational proposal developed in the city of Rosario by Olga Leticia Cossettini during the period 1935-1950: Cultural Outreach Missions. These missions were aimed at the dissemination of science and art in the community. To do so teachers and students moved to different districts and institutions of Rosario, and its outreach sometimes transcended the city and the province of Santa Fe. In previous presentations, the research team undertook the study of various aspects of the Serena School (name given to Olga and Leticia Cossettini's experience in Dr. Gabriel Carrasco School in the city of Rosario during the period already mentioned). In this particular case we inquire about the Cultural Missions, an aspect little explored in the proposal, since we consider it part of the pedagogical innovations carried out in the Serena School, besides, they constitute a peculiar and interesting way of conceiving the relationship between school, culture and society. Moreover, we also identified similar experiences in Latin America with which some relationship could be established. Methodological choices of our study are based on the analysis of documentary sources and interviews with ex- students analyzed from a socio-historical interpretative framework. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [ABSTRACT FROM AUTHOR]

This article deals with student's participation spaces in Neuquén's secondary schools, tracing the map of its themes, subjects and strategies. These spaces are considered to be a fundamental part for citizenship educational processes in educational institutions. Thinking about student's participation spaces leads us to a very complex theoretical category. We understand spaces in this research as going beyond the subjects themselves, meaning that are built by the relations that are generated within them. The dynamic and complexity of this theoretical foundation allows us to inquire about who shapes those spaces, which voices are authorized and who authorizes them and, in this way, if it is possible the construction of a democratic coexistence in educational institutions. In order to outline some answers to these questions, this paper shows the incipient progresses of our investigation. To do so, this article begins with the presentation of a theoretical framework in which categories as spaces; participation and citizenship education are developed. These concepts enable the analysis of the interviews taken in two secondary schools of Neuquén province. In this way, the themes, subjects and strategies of participation make up the spaces of participation, through their interaction. [ABSTRACT FROM AUTHOR]

Local cultures have gradually been included in the representational systems of ELT textbooks. These econo-cultural representations have to be critically assessed, however, in view of current globalizing trends. This article shows the findings of a comparative reading methodologically based on Critical Discourse Analysis (CDA) and applied to the texts used for reading comprehension in New Let's go for EGB. Student's book 1 with activity book (2000) and Go for Chile! New edition. 17° año medio (2003) in order to determine the ways in which the representations of Argentina, Chile and Latin America are put into discourse. Even though this work may result a outdated, it is necessary to evaluate the representations in ELT textbooks in view of an imminent educational reform, which will surely bring with it new and trendy textbooks. [ABSTRACT FROM AUTHOR]

Studies on the ideas on which the referents of the Argentinian educational field were inspired have particularly shown the contribution of many pedagogical traditions -French, American, English or German-. Nevertheless, though admitting the indisputable presence of these models, it appears to be necessary to acknowledge the important influence of other educational ideas, especially the Spanish pedagogical tradition. It is precisely in this article that we are going to examine those suggestive innovations which circulated in the peninsula in educational matters along the 18th century, in order to show in which ways they were used in our country when the educational state system was shaped. From a qualitative research methodology, and based on different documents -such as official documents and Spanish pedagogical referents 'writings-, this study will try to present a more complex and nuanced context of the intellectual influences of the rising Argentinian pedagogical field. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [ABSTRACT FROM AUTHOR]

This work proposes rebuilding aspects of the establishment and development of schools in the town of Macachin and, in this process try to recover the social traits of that process understanding that it can be representative of the particularities that the construction of the educational system assumed in the Pampa Central. The extract of the last two decades corresponds to the "foundational period" of the educational system in the Territory, at the end of which the educational institutions obtain a relatively stable functioning. Methodologically speaking, the small scale approach is the option chosen; in the attempt to recover particular situations, ways in which individuals and groups produce the social work through adaptation and conflict relationships. This work retrieves some of the strategies that the local social subjects develop to satisfy the educational needs in a time when the state presence did not exercise an effective control, outstanding characteristics of a "frontier area" as the one analyzed. The sources used are: journalistic publications, inspection reports, historical books, pupils reports, official certificates of the two exciting schools in the town at the beginnings of XX century. [ABSTRACT FROM AUTHOR]

This paper analyzes, from a gender point of view, the relationship between education, women citizenship in two foundational moments of Argentinean educational system: 1894-1994. It focuses on the theoretical and political feminist genealogies at the time when the bourgeois revolution in education was thought as a mainstream for political change, namely it was crucial to debate about who must to be educated and how. The debate took place in the Argentinean case at the end of the 19th Century, and the result was the 1420 Law. But a century of educational practices were fading the traces of political polemics and putting in the scene pedagogic and technical issues. A new discussion about education, politics, and women citizenship takes place in the '80s with the return of democracy. At the same time a deep transformation of social structure occurred. The discussion culminated with the 24195 Law, in 1994. It took place at a singular crossroad: the return of citizenship questions, changes in the social structure (the so called new inequities), a sensibility about differences (sexual, racial, cultural differences). In this situation the debate about women's education as citizens was crossed by a deep tensions. [ABSTRACT FROM AUTHOR]

Looking into a literary work as Hualicho Mapu fostered enquiries into the life story of one of the greatest scholars that lived in our province for over half a century, and whose writing production stretches from geographic and historic research to international politics. However, research in the field of education was his vocation. Author of numerous works that systematize the geography, history and culture of La Pampa, Stieben handed down a cultural heritage that surpasses his own ideological perspective and that constitutes a corrective imaginary by reporting the aboriginal condition within the geographic, social and political context of La Pampa. Considering the interdisciplinary richness that characterized his work, it is worth recovering a very-little known feature of his textual and discursive production: his relationship with a meaningful national and international intellectual field. [ABSTRACT FROM AUTHOR]

This article follows the line of investigation started in 1995 in the Atlantic Zone University Center [CURZA] of the Comahue National University [UNCo], focused on the study of different aspects of the High School reform in Rio Negro: the democratization of the educational system, the regulatory aspects, the school practice and the representations of the subjects who teach and learn. Coexistence, focal point of this presentation, is developed in day-today life at the institution. In this work we analyze what adolescents say through interviews and surveys carried out with 2nd and 3rd year students of all the high schools in Viedma, Rio Negro. The aim is to briefly establish some considerations with respect to this group of socio-educative actors and their representation of the different aspects which make up the subject matter we are dealing with, among others: institutional regulations, conflicts and the way they can be settled, spheres and ways of participation in institutional practice, their assessment of other socio-educative actors, as well as the contribution of high school to the formation of the subject today. [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 proposal takes place as part of an agreement between the Culture and Education Ministry of La Pampa and the Penitentiary Unit No 4. This is an alternative to give the convicts of that institution the possibility of studying the Secondary School for Adult People. The student population, people with long sentences, do not show expectations related to work world, academic reasons or intention of developing personal knowledge for citizenship as it is prescribed by the three functions of the Federal Law of Education. Some analogies between penitentiary and education institutions moved us to consider that the expert knowledge had to be adapted to this particular context. In this way, it is not expected the exact adaptation of prescriptive formula made outside that context or surrender to the proposals and explanations transmitted by the pressure of dominant interests. [ABSTRACT FROM AUTHOR]

This paper tries to show the political ideological conceptions held by the public education policies in the province of La Pampa between 1984-1996. This period of time is the one beginning with the restoration of democracy and ending with the sanction of the Provincial Law of Education. The eighties were characterized by the reestablishment of institutional order and the attempt to design and establish policies based on the State of Welfare conception. During this period, the search for agreement with the provincial government and the teachers was mediated by the teacher's trade union which obtained historically claimed rights and labour achievements. In the nineties, neoliberal policies and the demands from international organizations give origin to deep changes in the educational system of La Pampa. The trend towards decentralization and the State reform policy account for the structural change implied by a new relationship between State and society. New strategies in the search for support appear; trade unions are no longer the privileged speakers; they have been shifted by the euphemism of «community participation» This analysis tries to trace in the official political discourse evidence of the above mentioned change in the idea of the role of the State in educational matters on the one hand, an on the other, the change in the strategies searching for support. [ABSTRACT FROM AUTHOR]

In this work I present the results of a recently finished research on the contents of social sciences in primary school, developed in the Facultad de Filosofía y Letras, Universidad de Buenos Aires. In the article, I reflect on the the lines of continuity and discontinuity in the way the theme "aboriginal societies" was approached before the recent curriculum changes and the way it is approached today. Through the analysis of curriculum, texts, teachers' discourses and students' comments, I point out the complex coexistence of school nationalism and diverse indigenous versions that circulate in schools. I pay attention to the coexistence of relativist conceptions, when aboriginal societies are considered as isolated units, and ethnocentric conceptions when their relation with "western" society is considered. In the analysis of school classes I refer to the dangers of using comparisons, which instead of relativizing students' familiar social patterns, reinforce the idea of the subjects own culture as universal parameter. Finally I argue about the dangers of the simplifications and difficulties when moving students' conceptions and prejudices. [ABSTRACT FROM AUTHOR]

This paper analyzes some aspects related to the public debate about immigrant population and the construction of a national identity in Argentina during the first decades of the 20 th. century. Immigration, education and nationalism were the thee ideas which originated the debate on a possible model of country and constituted a field of tensions that covered the period of the great immigration wave. This paper will, in the light of these reflections, illustrate some of the features that these aspects acquired in a rural area. Southeast of the province of La Pampa the largest number of migratory population was farmed by groups of people who migrated from eastern Europe. The presence of Jewish colonies, such as the Narcisse Leven colony, meant the birth of debates on these groups which seemed to question the basis of the "Argentine Nationality". This text emphasizes the complexs relationship among immigration, education, and ethnicity. [ABSTRACT FROM AUTHOR]

The formal framework of this Project falls within the Social Sciences. It has a diagnostic research line but its implications are transversal through all disciplines in the curricula of careers taucht at Instituto Superior del Profesorado ‘Dr.Joaquín V.González’, the main public teacher training institution in Ciudad Autónoma de Buenos Aires, the Federal Capital of the Argentine Republic. This line of research seeks to offer the tools required to deal with the design of a curricular structure with a pedagogic and didactic approach that will train future educators with a non discriminating, non sexist profile concerning ideological contents to be transmitted. [ABSTRACT FROM AUTHOR]