Search

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]

The administrations which governed Argentina during the banning of Peronism (1955-1973) were greatly affected by ideas produced by international organizations, which refer to 'modernization', 'developmentalism' and 'planning' within the context of the Cold War and the 'anti-Communist' struggle. Current research analyzes the profile of executives in the educational field during the dictatorship period began by Onganía (1966-1973) and the measures taken with regard to the 'educational reform' and the 'intermediate school'. [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 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]