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This work explores the relationship established between a set of ministerial regulations (national and jurisdictional), and the meanings and practices deployed in educational institutions based on the compulsory nature and inclusion in Secondary Education from a socio-anthropological perspective and in the line of studies on school devices. With this objective in mind, we analyze the implementation of the New Academic Regime (NRA) and the Technical Pedagogical Unit (UTP) in secondary Technical Schools from the Province of Córdoba, Argentina. To investigate this process and its dimensions, firstly, we made a reconstruction of some regulations in which the NRA and the UTP are framed; then we addressed the meanings given, mainly by school principals, to these pedagogical programs, and the opportunities and difficulties they face while developing them. Conclusions describe what are considered to be certain continuities in the purposes sought in different political periods and, as a result, the tensions between school conditions and the practices that are deployed in educational institutions linked to educational regulations and programs. [ABSTRACT FROM AUTHOR]

The article "Presentation" of the magazine Cuadernos de Educación presents a set of articles that address topics related to secondary education in different jurisdictions of Argentina. The tension between persistences and renewals in the processes of schooling in secondary education is highlighted. The article includes an inaugural conference by Anne Marie Chartier on the effectiveness of educational innovations. The negative effects of defunding and dismantling educational programs during the Cambiemos government are also analyzed, as well as the covert privatization of public education. The dossier is organized into four thematic blocks that address processes of schooling, school experiences, state regulations, and pedagogical work. In addition, a review of a book on secondary education in the last 15 years is included. [Extracted from the article]

The article analyzes three cases of Latin American authors that were called to testify on trial, due to the publication of their literary works which, from a testimonial perspective, denounced human rights violations. The analysis of Jorge Galán in El Salvador (with the novel Noviembre) and Graciela Bialet in Argentina (with the novel Los sapos de la memoria) help to understand issues such as the limits of fiction when mediated by the testimonial subgenre, or the value of the literary text in the search for objective truth. The review of these cases from an interdisciplinary perspective forces Law and Literature studies to be contextualized in Latin America in order to find specific ways of understanding the legal and literary systems in the region. And foremost helps to answer this question: can literature help in legal processes? [ABSTRACT FROM AUTHOR]

This paper is framed in the research project: "Schooling conditions in the knowledge transference. Study of cases in primary and secondary schools in Córdoba". The field work and analysis are based in a qualitative and socioanthropological methodology which combines interviews and classroom and institutional activities observations to collect information. We recovered some contributions of the theory of social discourse analysis or social semiotics as well, which enable us to detect some marks in the statements by which regularities or significant variations are constructed in the selected material. From this case, we set ourselves to analyze some schooling conditions which promote or make the knowledge transference more difficult because of the implications that they have in the promotion, continuance, repetition and/or desertion of teenagers and young people from middle school. The first built hypothesis indicates the presence of parallel systems of knowledge transference in school structure and, linked to them, the tension in the teacher's work during the process of "primarization" of the secondary school. [ABSTRACT FROM AUTHOR]

This paper presents preliminary results of an ongoing research. It suggests that the school experience of adolescents and youth groups in urban poverty conditions where the study is being carried on is built in a socio educative area crossed by tensions and contradictions. Such experience is configured in the meeting point between the social, material and symbolic conditions in which they develop their lives and the uniqueness of a process of schooling set in a three dimensional frame: from the educational system due to their status of being the last to reach high school, their families and social groups belonging to become the first to get into high school, and from the representations and practices of their teachers as newcomers to the level. [ABSTRACT FROM AUTHOR]