Search

Copyright of Sociohistórica: Cuadernos del CISH is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work deals with a diversity of didactic styles that we could reconstruct together with experienced university teachers and beginners teacher who belong to the departments of Education and Odontology at Universidad Nacional del Nordeste in the North-East of Argentina. We have worked from a qualitative approach and an interpretative paradigm, trying to comprehend not only the teachers' knowledge but also their realtionship with their didactic proposals. Multiple case studies were chosen as a methodological strategy while the instruments were thorough interviews, lesson observations as well as the professional and curricular contribution of the teachers. Among the main conclusions, we pointed out the way in which the different teaching styles could adjust from the professional cultures both inside and outside the university settings, which were, at the same time, conditioned by the social and regional contexts. The teachers under study thought and developed their didactic proposals in view of particular professional possibilities and characteristics of this region beside their own conceptions, which were held upon their specific professional cultures. These conclusions are outstanding because we could determine, discuss and analyse a particular aspect of the university teaching: the possibility of the double professional belonging of the teacher to the training career not only inside the university but also as individual professionals outside it; together with the personal teaching influences of the initial studies. [ABSTRACT FROM AUTHOR]

This article attempts to contribute to the knowledge of the configuration of experiences, discourses, and professionals in education: knowledge constituted with regard to the relation between (auto)biography and education in Argentina. The purpose is to explore the conformation of that territory marked by "zones of contact", articulations, and tensions among (auto)biographical narratives, pedagogical experiences, and teachers' research/training/action. This paper draws a map of their peculiarities and describes the contributions for the educational reflection and practice of a space of intersections, mixtures, and inventions: fertile soil for pedagogical action and thinking, and now presented as one of the platforms for doing another kind of educational research and delineating other modes of "methodological and political experimentation" in the field of teacher education. [ABSTRACT FROM AUTHOR]

The inclusion or absence of Pedagogy as a discipline in La Plata and Buenos Aires Universities Higher Education Curriculum, as a result of reforms since 1984, shows different discourses, practices and point of views of significant agents. The interaction between pedagogical knowledge and educational arena determined the rules and frame of its contents as a discipline. Founded in Bernstein's categories, the study shows a battle field in which rivalry contents fights to monopolize its specific capital "in" educational arena. Controlling groups imposed educational frames in both universities, legitimating their decisions as being specialized and not arbitrary knowledge, founded and built in their cultural capital in Educational space. [ABSTRACT FROM AUTHOR]