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The problems linked to the training trajectories of those who enter the university are not limited to social issues, personal history or the mere transition between levels, but have strong institutional conditioning factors. This paper questions the devices that national universities have designed to regulate access to the level. The objective is to present a mapping of these devices in the national universities in Argentina built from a comparative perspective. A survey of institutional regulations was carried out, as well as information available on the official website of the institutions. After the construction of a systematized data matrix, trends are identified from a cross-sectional reading of the constructed map. There is a high presence of regulatory devices for admission in national universities, with variable characteristics regarding their mode of organization, curricular components, duration and planned evaluation methodology. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

To focus on the curricular structures means that the importance of a change within this structure in a new high education is justified. The most relevant arguments and debates as regards the quest for an integrated curriculum and/or an interdisciplinary curriculum are exposed; historical precedents about the attempts to transform higher education within the last decades are presented; as well, a survey was previously conducted on the ways in which each jurisdiction modified the curricular structure of high school's basic cycle of education with special attention on the methods of inclusion of the social sciences. Finally, the questions that guided the investigation project's field of work are presented. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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 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 work proposes to analyze the educational policies set in the nineties and their consequences. It reinstates the objections made during the debates of the Federal Law: the assignment of a subsidiary, assistant role appointed to the State --as a control and assessment agency-- the modification of the system structure, and the consequent disappearance of the high school. These policies look joined with the economic, social and cultural change which led the country into its worst crisis in history, through the restructuring of the State, the distribution of the national revenue, the employment level, the type and amount of investment in education, science and technology. The process is analyzed in which the proposals of democratization were replaced by talks of "equity", "quality", effectiveness" and "efficiency" by means of the legislation agreed with the international institutions. The Transfers Law (1991), the Education Federal Law (1993) and some lower level norms (decrees, ministries' resolutions, letters) conveyed, almost without any distortions, this political project. The decentralization of expenditure and the centralization of income were stressed, hindering a fair distribution of revenue between the Nation and Provinces. The disappearance of high school is pointed out as one of the rules which brought the most troublesome pedagogic and social consequences, due to fewer yearly courses, voiding of scientific and humanistic content and the loss of one of its traditional aims: the preparation for a successful entrance to university schooling. Quantitative results are shown. Common situations related to ways of exerting power, intercourse between the Nation and Provinces, governance of the educational system and the institutions, and responsibilities appointed to the State, are identified. Last, paths of continuity with current policies are noted. [ABSTRACT FROM AUTHOR]

This article intends to analyse the "Programa Integral para la Igualdad Educativa" (Integral Program for Educational Equality) developed by Argentinian Ministry of Education since 2004 and directed to people in major social exclusion conditions. This program seems to include some distinctive notes in relation to characteristics of the traditional focused policies of the 90s in Argentina, although some of them prevail and therefore could allow us to name it as "heterodox". We aim to analyse these continuities and changes from a structural perspective in order to understand the different economical and political aspects that cross recent educational reforms in Latin America. We are interested in reflecting on the place of education in the new forms of social regulation that were built in the last years, focusing on the new role that schooling plays in relation to governability, disciplining poverty and controlling social risk and conflict in excluding societies. [ABSTRACT FROM AUTHOR]

The work exposes some results of the analysis of population, sociodemographic dynamics, standard of living and possibilities of acceding to the education in different regions of Río Negro (1991-2001). Present a general description of the context and a comparison between the provincial regions; its made about secondary sources such as the National Censuses of Population, Homes and Houses 1991 and 2001, surveys realized by the DINIECE and results of previous investigations. The secondary data analysis is complemented with the data obtained through surveys and semi structured interviews realized to different social actors from the province. In April of 2006, the land work was developed in the Región Sur, crossing the localities of Pilcaniyeu, Comallo, Jacobacci, Maquinchao, Los Menucos and Sierra Colorada. From this corpus of data a synthesis was obtained on the particularities of the studied region; the results focalize the relation between the global economic processes, the educative policies implemented and their influence in the regional educational inequalities. [ABSTRACT FROM AUTHOR]

This work aims at looking into the resistance of the different social and political groups and trade unions to the educational policies imposed by the provincial government in the 90s. This decade is characterized by a series of measures by the provincial educational authorities: closing of modalities and school classes, increase of the number of students in a class, frozen salaries, leave and post restrictions, changes in the Statute of the Worker of Education (Estatuto del Trabajador de la Educación), imposition of courses to bring teachers around to the educational reform. This transformation was imposed by International Financial Organizations and met varied opposition from teacher unions and political movements. Despite this strategy of persuasion and break of the popular field used by governments, it is necessary to recover the voices which were heard defying the model of imposition, opposed to it by reporting as well as generating collective actions, used different strategies so that their voices could be heard, newspapers and unions reports, assemblies, visits to schools, among others. The aim of the work is the recovery of the different views held by the different political and social groups at the time of the passing of the Provincial Law of Education. [ABSTRACT FROM AUTHOR]

Education is an ideological activity which responds to theoretical, political, cultural, socioeconomic and historical circumstances. Thus neither pedagogical practices nor educational theories are neutral as both are firmly based on paradigmatic conceptions of man and on their worldviews. There is then a need to analyze both of them and their intertwining relationships in the light of philosophy, politics and education in order to carefully consider what their aims actually are. These goals give sense and meaning to Institutional Educational Projects (PEI, by its acronym in Spanish), which generally respond to the requirements of the Ministry of Culture and Education. This paper studies the philosophical foundations underlying the PEIs of the first and second levels at a Basic General Education school in General Pico, La Pampa, and provides a cogent interpretation of the anthropological idea that lies beneath such projects in order to generate an open space for debate and inquiry at an institutional level and to foster new proposals to improve educational practices in general. [ABSTRACT FROM AUTHOR]