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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]

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]

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]