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This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

This article studies the experiences of schooling during the pandemic in Argentina and identifies the relationship between digital technologies and inequalities. We present quantitative and qualitative results of two research projects that inquired about the daily life of families in Argentina based on the analysis of access to technological devices and the forms of pedagogical accompaniment and the development - or not - of the necessary skills. Among the most relevant results we find that the socioeconomic level and the social, cultural and educational trajectories of the adults in charge were crucial factors when evaluating the ways in which the period without face-to-face classes was traversed. Added to this, the conditions of access to digital technologies, the virtual education dynamics proposed by the institutions, and the digital skills that mothers and fathers possessed, or were able to develop, resulted in different and unequal schooling experiences during the pandemic. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic obliged Argentina to adopt distance learning to continue university classes during 2020. In this article, a study is presented on the perceptions and perspectives of the faculty in the School of Education Sciences of the Universidad Nacional de Entre Ríos regarding this emergency educational virtualization. The methodology regards a case study. For the collection of information, a virtual survey was used that led to a qualitative and quantitative analysis of the responses. A statistical analysis of language patterns was implemented through the program Linguistic Inquiry and Word Count in order to examine affective, cognitive, and social processes linked to the use of technologies during the pandemic. The results indicate that, whereas the faculty had available technologies, abilities to use them, and an appropriate institutional environment, in that moment emerging difficulties manifested related to the conditions of livability and the possibilities of spatial-temporal organization for carrying out telework. It is concluded that extracognitive factors, such as domestic conditions and perceptions of virtuality in teaching, are two unavoidable aspects for moving towards modalities with a higher degree of mediatization during the post-pandemic period. [ABSTRACT FROM AUTHOR]

Various biopolitical studies explore the so-called stage of modern Argentina from 1890-1916. In this period, a nation-state and provincial-state crystallized with sufficient resources in their coffers to define government policies and, this way, intervene in space and in the population. In the educational sphere, primary education laws are enacted, and attempts are made to apply them. In addition, for the first time, the same state agencies need and call for educators in their public education system and in government positions. In this framework, I am interested in studying Víctor Mercante, an educator who is part of government spaces, has positions in educational centers and in the legislative power. The studies around Mercante have different perspectives and approaches, but they all conclude in the same way: Mercante exposes his educational conception and research as a scientist. I explore his punctual intervention in 1911, the year of the tribute to Sarmiento on the centenary of his birth, where educationists feel summoned to talk about the honoree and Argentine education. My goal is to show that without a doubt Mercante writes as a scientist and is not supported by available sources. [ABSTRACT FROM AUTHOR]

The objective of this work is to present an analysis of two discourses that would build the curriculum issued by the Ministry of Education of the Nation during the government of Mauricio Macri, to uncover these hidden areas, those knowledges and relationships that provide their conditions of possibility and allow us understand why certain rules, concepts, practices and other modes of relationship among subject, education and teaching were established. It tries to ask us: what are the foundations of the new curriculum and what is left of it? What education and what teaching was designed and for which discipline? In other words, it is about understanding the discourses that establish or sense two curricular documents, or the place that the subject occupies, or teach and educação. [ABSTRACT FROM AUTHOR]

The Argentine Yungas is one of the most diverse ecoregions suffering greater anthropic disturbance, 66% of bat species of Argentina are represented in this area. In the southern Yungas is the Escaba community, where the Escaba Dam is located, it houses one of the largest breeding colonies of a migratory species, Tadarida brasiliensis (Molossidae), in a human construction. The objectives of this research were to determine the diversity of the area, study the colony housed in the dam, and teach the Escaba community about the importance of bat conservation. In order to reach these objectives, surveys in and around the dam were carried out since 1992, as well as activities with the Escaba community. As a consequence of the researches carried out a few years ago, the Escaba Dam was declared as a Site of Importance for Bat Conservation (SICOM, for its acronym in Spanish), due to the importance of conserving the colony and its refuge, the area of influence was recently declared as an Area of Importance for Bat Conservation (AICOM, for its acronym in Spanish) for protecting species of importance for conservation and high diversity in this part of the Yungas. [ABSTRACT FROM AUTHOR]

In the mid-twentieth century in Argentina, Peronism resorted to education as a means of political propaganda. This required a strong state control over teaching. Based on recently declassified official documents, this article analyzes the mechanisms deployed by the Peronist State to obtain information about teachers, and to detect and dismiss those who did not agree with the official ideology. In addition, the response of one of the main teachers' unions of the period is examined based on union documents. The information gathered allows us to question previous studies that affirmed that teacher dismissals had followed the corresponding institutional channels, that complaints were spontaneously made by the working class lacking other channels to make their voices heard. On the contrary, both the Police and the special information services were key factors in the control of teachers, and most teachers were fired disregarding the institutional procedures of the educational system. The study of these cases allows us to ponder on the scope of the repressive policy of the first Peronist governments and on the articulation of consensual and coercive mechanisms in the construction of hegemony. [ABSTRACT FROM AUTHOR]

The article aims to reconstruct the formative-disciplinary practices that occur in the territories for disciplinary research in Education Sciences undergraduate course. For the development of the work, we position ourselves in a qualitative methodology, specifically in the case studies. In this sense, the cases selected for this study were two teams from the subjects General Didactics and History of Argentine Education, which were reconstructed from in-depth interviews with directors, researchers, undergraduate and graduate students. We fully identified three formative territories for disciplinary research: the field, the office, and the extra-institutional territories, in each of which diverse pedagogical links were configured according to the limits imposed by the epistemology of the discipline. Although each formative territory has singular connotations, there is a dialectic among them that feeds back, communicates and constitutes them. [ABSTRACT FROM AUTHOR]

Within the framework of a set of public policies aimed at reducing social inequalities and contributing to the development of greater social justice, Argentina implemented the Student Support Program (Progresar) at the beginning of 2014 to promote the formation, qualification, and labor insertion of young people belonging to socioeconomically vulnerable sectors. This public program, which is still in force, underwent, over the years, modifications in its design, instrumentation, and definition of its target population. Hence, this article pretends to characterize the Progresar program, distinguishing the variations observed from its beginning and describing the implications of such modifications. The study makes it possible to identify the different stages that the performance of the program went through and allows us to understand the rationale and foundations that underlay the changes that operated on it. The analysis of the path described by Progresar becomes relevant since this favors knowledge on the different interpretations of the successive national administrations about the inclusive potential of the program. The methodology used combines the theoretical-conceptual approach concerning the main contents of the question, with the exploration, from the perspective of the sequential framework model, of the institutional dimension of the program through the detailed examination of legal instruments and specific official documents. [ABSTRACT FROM AUTHOR]

The results of the study that analyzed the criteria used by teachers of Languages in the selection, production and evaluation of Teaching Materials (TM) in their classroom contexts, in different Institutes of Teacher Training of Argentina are presented. The objectives were to investigate assumptions and implicit conceptions when making the selection of teaching materials and analyze production / elaboration and evaluation strategies. A cross-sectional descriptive design was adopted based on a survey and interview study, where 83 teachers of Languages - maternal and foreign - from institutions of Higher Non-University Level, State Management responded. Some conclusions: a) The criteria used to select the TM were accessibility, update, authenticity, complexity, interactivity, relevance, transversality; b) The TM should promote a higher level of student participation; c) Before TM who do not meet the requirements, teachers prepare their TM; d) Intercultural dialogue in the TMs is not always present. [ABSTRACT FROM AUTHOR]

In this paper, we work about the sense that the concept of inclusion acquired as a guiding principle of educational policies in the context of progressive governments 2003-2010 in Argentina, Uruguay and Brasil. We describe and analyze some educational policy programs aimed at educational inclusion in those countries based on theoretical contributions and political perspectives. [ABSTRACT FROM AUTHOR]

En la Argentina de mediados del siglo XX comenzó con un fuerte sesgo estatal a pensarse en la cinematografía escolar como un eficaz método pedagógico de difusión de un pretendido ideario simultáneamente emancipador y propagandístico. Del mismo modo que otros gobiernos de diversas filiaciones ideológicas, la presidencia de Juan Domingo Perón estuvo signadas por una política de la imagen que se enfocó en educar los sentidos de las futuras generaciones de argentinos. En este caso se muestra una política en particular, como lo fue la revista Noticioso entre 1952 y 1955, cuyo análisis refleja el exponencial crecimiento del rol estatal, hasta ocupar un lugar central no sólo en la reproducción de cine educativo, sino también de la filmación, distribución y proyección de los celuloides. En síntesis, con la creación en 1948 del Departamento de Radioenseñanza y Cinematografía Escolar como organismo específicamente dedicado a la enseñanza audiovisual, y especialmente con la publicación de Noticioso, puede verse un síntoma de las políticas gubernamentales que el peronismo forjó para la formación de nuevos ciudadanos, en el marco de la pretendida Nueva Argentina. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the debate on public policies for young people in Latin America. It addresses the Student Support Program of Argentina, PRO.G.RES.AR (2014), which is a conditioned transference program that appeared within a rights approach, emphasizing a comprehensive social protection paradigm. Findings from a qualitative investigation done in 2016, focusing on interviews with managers and academic experts are presented. As corollary, the proposal shows progress regarding the magnitude of interventions aimed at the young age group as well as the fact that there continue to be limitations when it comes to policies for youth in the country. [ABSTRACT FROM AUTHOR]

In this paper we test the positive -assortative- mating (PAM) hypothesis that posits that marriages can be positively sorted along the couple's education using Argentinian data. Using a regression approach, we find that the effect of husband's education on wife's education is positive and significant. Then, we empirically verify if the observed matching distribution is super-modular, i.e., the local log odds ratios of education are all positive. We conclude that the data (weakly) supports Becker's positive assortative mating hypothesis in Argentina. The model that best describes marriage formation is more consistent with preference for own type rather than with PAM. [ABSTRACT FROM AUTHOR]

The main objective of this article is to determine the effect of public spending on intergenerational socioeconomic mobility (Ml) in Argentina. Also analyzes their impact on the mobility gap observed between children from different socioeconomic backgrounds family. The identification strategy used is to exploit the temporal variability of public spending. The results suggest that public spending increases Ml. This effect is higher when spending categories most directly related to the human capital of ch ildren and adolescents are increased. But the magnitudes of the estimated effects are modest. [ABSTRACT FROM AUTHOR]

In this paper we test the positive --assortative-- mating (PAM) hypothesis that posits that marriages can be positively sorted along the couple's education using Argentinian data. Using a regression approach, we find that the effect of husband's education on wife's education is positive and significant. Then, we empirically verify if the observed matching distribution is super-modular, i.e., the local log odds ratios of education are all positive. We conclude that the data (weakly) supports Becker's positive assortative mating hypothesis in Argentina. The model that best describes marriage formation is more consistent with preference for own type rather than with PAM. [ABSTRACT FROM AUTHOR]

The main objective of this article is to determine the effect of public spending on intergenerational socioeconomic mobility (MI) in Argentina. Also analyzes their impact on the mobility gap observed between children from different socioeconomic backgrounds family. The identification strategy used is to exploit the temporal variability of public spending. The results suggest that public spending increases MI. This effect is higher when spending categories most directly related to the human capital of children and adolescents are increased. But the magnitudes of the estimated effects are modest. [ABSTRACT FROM AUTHOR]

Economic globalization conditions migratory flows that affect millions of people, including students with academic goals. Migration involves a potential factor of stress and burnout. The concept of migration and academic burnout is described, evaluating their presence and risk factors in a sample of university migrants and non-migrants (N= 60). Moderate levels of emotional exhaustion and depersonalization were found. Academic, personal and cultural factors associated with migration are described. It is recommended the design of policies in the perspective of mental health prevention through the study of economic, political, cultural and anthropological factors associated with the problem. [ABSTRACT FROM AUTHOR]

This study program "digital public schools" of San Luis, Argentina. A case study. This study analyzes digital literacy in the indigene communities Huarpe and Ranquel, located in the north- west and south- east of San Luis, Argentina, respectively. Both communities belong to the program "Digital Public Schools" from the University of La Punta, in which teachers work with different technologies as tools for enabling content and increasing digital skills useful for functioning in the knowledge society. This study aims to share an experience that arises as a result of State policies implemented in the province of San Luis (Argentina) to contribute to the educational inclusion of the Huarpe and Ranquel communities.The methodology used is case study, and in accordance to that, we have organized open semi-structured interviews and participant observation to collect data within a qualitative approach. For this aim, we have considered identity issues that are at the heart of communities and help to understand the contradictions that mark the way towards cultural integration. There is still a long way to go, through recovering the past, living in the present and looking towards the future, after a process of silencing of more than five hundred years. This task calls for creativity in the process of hybridizations and cultural mix. [ABSTRACT FROM AUTHOR]

This study aims to assess the extent to which vulnerability in household material living conditions affects the institutional integration of young people of Argentina. We worked with a random sample of 4,855 youth aged between 18 and 25. It was observed that 66% of those who neither study nor work live in households having a low or very low socioeconomic status, with 4 out of 10 of these youth residing in shantytowns or slums and with half of them failing to complete high school. Harsh environments create a vicious circle of persistent passivity and isolation. However, the comparison between the NiNis and the working segment allowed us to conclude that similar household levels of socio-economic vulnerability are not necessarily sufficient to explain the situation of social disaffiliation found in these youth NiNis. [ABSTRACT FROM AUTHOR]

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]

El objetivo de este trabajo consiste en determinar cuál es el "premio", en términos de rendimiento educativo, de los estudiantes beneficiados con el Programa Conectar Igualdad con respecto a aquellos que no participaron en él. Con este fin, se emplea la técnica de emparejamiento o método de psm (propensity score matching). Se describen los antecedentes del Programa, así como el marco teórico con que se definen los factores explicativos del rendimiento educativo y que posiblemente inciden en la probabilidad de participar en el Programa. La población bajo estudio son los estudiantes de 15 años de la Argentina. Se emplean datos del Programa Internacional de Evaluación de Estudiantes (pisa) correspondientes al año 2012. De acuerdo con los resultados obtenidos, existen diferencias estadísticamente significativas en el rendimiento educativo promedio derivadas de la participación en el Programa Conectar Igualdad. [ABSTRACT FROM AUTHOR]

This paper analyzes the most recent changes in Argentine federalism and the challenges that arise from the migration process from a dual model to a cooperative one. Specifically, it reflects on the political and institutional challenges for the formulation and implementation of public policies and the transformations in terms of articulation of these policies in heterogeneous contexts: large differences between different levels of regional development, and also in terms of political-ideological conception and policy orientation of the highest authorities of the executive in each of the levels of government. In order to analyze these challenges we work over the federal councils, considering them as an instrument that promotes public policy coordination between the national government and the provincial states. In this sense, we explore the transformations of the federal management of educational policy since it provides evidence to identify significant milestones in the process of transformation of the management arrangements of Argentine federalism and, on recent experience, how the consolidation of the Federal Education Council (FEC) contributes to improve the conditions of the joint cooperative model. The paper seeks to contribute to the debate on federalism and intergovernmental relations. [ABSTRACT FROM AUTHOR]

Throughout the 19th century, Latin language and culture makes allowed the lettered classes of the River Plate region to legitimize, in a variety of ways, the vernacular experiences and to shape an imaginary republic in the process of forming a nation state. During the first half of the nineteenth-century, the teaching of Latin experience few significant changes in the methodology or textbooks generally used since the pre-independence period. However, in the last third of the nineteenth century, with the creation of the modern system of secondary education, attributed to Bartolome Mitre, new scientific directions in Historical Linguistics were introduced by hired foreign teachers hired to teach, administrate and publish textbooks for specific subjects, among them Latin grammars, conforming to the requirements of technical and scientific progress. In this article, theoretical reflections proceeding from Glotopolitics and from the history of education allow to examine the configuration of national subjectivities and the impact that in this event has had the transmission of “republican virtues” tied to the Latin tradition. [ABSTRACT FROM AUTHOR]

Narratives of memory have received considerable attention in Argentina but rarely have these been examined in relation to the 1982 Malvinas War. This article focuses on national memory narratives of the war manifest in educational resources and explores how and under what conditions local ways of remembering can transform and/or reproduce such narratives, through research within secondary schools in Río Gallegos, a city in the south of Argentina. It shows how the city's connections with the military and the war generated sensitivities that influenced how the Malvinas was engaged in the classroom. The localised framings deviated from predominant national memory narratives by underplaying the broader context of state terror and overlooking histories associated with the Malvinas before 1982. [ABSTRACT FROM PUBLISHER]

This paper presents the problem of school violence through a critical reading that allows rethinking the approach to school bullying. It proposes a critical psychosocial interactionist approach from a qualitative perspective focused on the reconstruction and understanding of the conflicts in coexistence in secondary schools in Argentina from the perspective of young people and educators. It focus the analysis on physical confrontations ("fights") between students, which emerge in defined situations by the participants, and are defined as deep affronts to their identity and can be understood as recognition conflicts. Finally, it presents considerations around psychosocial intervention through participatory strategies with young people and educators to promote the deconstruction of the arguments that justify violence. [ABSTRACT FROM AUTHOR]

This paper analyzes and discusses the Law Nº 7446 named “Educación Pública de Gestión Comunitaria Bilingüe Intercultural Indígena” (Public Management Community Bilingual Intercultural Indigenous Education) approved in the Chaco province in 2014. Specifically reviews the discussions on the name of these Schools: Gestión Social (Social Management) and Gestión Comunitaria (Community Management). It also analyzes the involvement of the Community Council in the designation of the educational staff. The data used for this paper is: different versions of the Project Law, regional news press between 2010 and 2014, official speeches and some interviews with the people involved in this educational process (Union Educational Leaders and native teachers). This paper concludes thinking on the meanings of interculturality notion observed in the speeches of the social actors involved in Indigenous Education. [ABSTRACT FROM AUTHOR]

This article explores the changes in the study of young people from the University of Buenos Aires since the massification of the Internet. The methodology consisted on a survey (n = 204) and 120 interviews. Among the results, the students highlight the wide availability of sources of information and readings. On the negative side, they emphasize the dispersion due to such an abundance of options. [ABSTRACT FROM AUTHOR]

The present work attempts to articulate some theoretical issues that will allow us to think of the elements of a critical mode of tension produced between the social place rhetorically assigned to work and the teachers work as well as the world of ideological representations that are real and in an effective form and objectively operates these terms. We believe that despite all transitions of a decade in this new millennium, there are issues related with fundamental issues of gender, class and ethnicity that demands to be addressed and problematized in educational fields. For example, we will take the case of the tragedy of seven teachers who due to their hard work were killed on the Santafesine roads in Argentina. We will highlight the tip of the iceberg that is our point of departure for our reflection and debate on the conditions of teachers and their role in this new conjuncture in our recent history. [ABSTRACT FROM AUTHOR]

Equity in education is socially desirable because of the relevance of education for the development of people. Therefore, it is interesting to study whether the allocation of spending on education takes into account this aspect. Since the concept of fairness is not univocal, it is necessary to define a position. Here, it is assumed that there is educational equity if equality exists in educational outcomes. Thus, the purpose of the paper is to examine whether the distribution of educational spending among the districts of the Province of Buenos Aires, Argentina, is equitable. The hypothesis that it is not, is proposed. The Gini coefficient and an Ordinary Least Squares (OLS) regression are used to verify this hypothesis. It was found that the distribution of funds depends directly on the degree of illiteracy among districts, but also there is evidence that is independent of poverty, dropout rate, percentage of enrollment in the initial levels and the proportion of establishments classified as unfavorable. Then, it is concluded that the educational expenses distribution is not governed, or it is only done very weakly, by the principle of equity in the paper considered. That is, empirical evidence verifies the proposed hypothesis. [ABSTRACT FROM AUTHOR]

The propagation of information and communication technologies (ICT) has been accompanied by global changes in most areas of social life (Cas-tells, 2009). This article examines the study habit transformations s of students in the departments of philosophy and literature and social sciences at the University of Buenos Aires and the way they process academic information. The methodological approach was qualitative and involved targeted interviews of students and teachers in those faculties (140). In turn, on-site observations were conducted at university libraries, along with virtual observations on social networking sites and university websites. The results show intensive use of ICT is a paradox. On the one hand, there is greater accessibility, availability and exchange of information. However, there is a certain degree of dispersion in modes of study and scholastic research that falls into an innate category the authors call academic fast food in reference to the superficiality and speed with which students claim to study. The article comes at an intersection between the fields of communication and education, specifically with respect to the problem of ICT insertion into the everyday lives of these students. In doing so, it contributes to future comparative research on this subject. [ABSTRACT FROM AUTHOR]

We use recent unconditional quantile regression methods (UQR) to study the distributive effects of education in Argentina. Standard methods usually focus on mean effects, or explore distributive effects by either making stringent modeling assumptions, and/or through counter- factual decompositions that require several temporal observations. An empirical case shows the flexibility and usefulness of UQR methods. Our application for the case of Argentina shows that education contributed positively to increased inequality in Argentina, mostly due to the effect of strongly heterogeneous effects of education on earnings. [ABSTRACT FROM AUTHOR]

This paper seeks to initiate a reflexion on education as another way of thinking of the May 1810 revolution in Argentina. Such a goal requires returning, among other things, to the objectives of the May Revolution, which were the principles intended for education, what kind of knowledge and skills were believed to be necessary, which was the relationship between education and change and what were the philosophical, political and pedagogical educational paradigms of that time. The insistence of some of the "men of May" about the new government to be based on an also new citizen made them rethink education, in order to ensure the people's access to revolutionary ideas with which they intended to found a new order, and perhaps a nation. [ABSTRACT FROM AUTHOR]

In this paper, we will analyze the level of conflict of teachers in the eighties in Argentina. We will do so through the study of the teacher union of the province of Santa Fe and of the 1988 strike that had a major national impact. This protest took different names, such as "Maestrazo", "White Demonstration" or "White Strike", but they all referred to the same scenario: mass mobilization encouraged by teachers and their union representatives in a troubled political, economic and cultural context at national level. [ABSTRACT FROM AUTHOR]

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]

If we focus on the educational field, which is the one we are more interested in, we can see that Roca, during his second presidency, tries to make a drastic change in the public educational system in order to eliminate the exclusively political function of the education and create another system following Alberdian postulates. [ABSTRACT FROM AUTHOR]

The doctoral programs in education regarded as excellent by the public systems for accreditation in Brazil, Mexico and Argentina are identified through this exploratory study. Specifically, it describes and compares the lines of research pursued by those programs, as well as some of the characteristics of the participating teachers-researchers (quantity, extent of accreditation as researchers, quantity and characteristics of articles published). The findings are based on a documentary analysis of official information about doctoral programs and the public agencies involved, as provided on their websites. The study reveals significant data on these programs, although the information on the websites varies. It also shows they contribute to the scientific legitimacy of education as a relevant field of knowledge around which it is possible to organize academic communities that are committed to generating multidisciplinary knowledge and to training researchers in this area, which is recognized the same as other university scientific communities. [ABSTRACT FROM AUTHOR]

In the context of Chagas Disease Control Programs schools play an important role in developing prevention and promotion activities, for which up to date and trained teachers are required. In order to assess teachers' knowledge of Chagas disease, elementary school teachers, in both rural (ER) and urban (EU) schools in Argentina in communities where there have been no educational interventions, were surveyed. The findings indicate that vector transmission is recognized by most teachers (91%) but there is a lack of knowledge of other modes of transmission. No teachers in rural areas and only 5.7% of teachers in urban areas mentioned congenital transmission. Opportunities for training were also limited and insufficient. The findings indicate the pervasive idea of Chagas disease being linked to ranches, bugs and rural areas, highlighting the need to train and prepare teachers on the subject. [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 paper analyzes the determinants of school attendance and labor participation of young people between 15 and 18 years old in Argentina. The empirical analysis is based on bivariate probit models for the period from 2004 to 2009 with data from the Permanent Household Survey (EPH-INDEC). The main results show the positive impact on both school attendance and the economic inactivity of youth when an adult member of the household is employed in a protected job. [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]

In this paper they are proposed and analyzed measures of educational levels (by defining the variables "years of education" and "greater educational attainment") as well as educational flows (through the estimation of "gross" and "net enrollment rates") in order to observe their recent evolution and to make an updated profile of the distribution of educational attainment across the Argentinean population. Unlike most of the literature, the use of household survey allows the construction of educational indicators as levels and cycles actually finished without additional restrictive assumptions such as the average years of repetition or dropout. It will see that, although the flows evolution in terms of enrollment rates has been positive, there has been an enlargement of the gap between gross and net enrollment rate and they strongly depend on economic shocks. In addition, the stock measured by levels and years of education shows two points of concentration in the distribution across the population space. These observations open up questions about the quality and effectiveness of future educational stock and about the polarization existing today. [ABSTRACT FROM AUTHOR]

This paper presents partial results obtained during a research program developed between Universidad Nacional del Sur and Bahia Blanca Council at Buenos Aires province, Argentina. It was titled "Building the field of children at risk in policymaking at Bahia Blanca city". The main purpose was to characterize the way children in social risk are being defined inside the everyday life of state institutions, specifically those dependents on education and health care system. This presentation analyzes the fist type. At primary schools, children at risk are conceptualized by both adults and children, in their ongoing relationships, during socialization and identity process. These processes are being development in vulnerability areas that point to exclusion systems, because of the material conditions of life and the characteristic of the institutions that adults build daily. The presented data come from the ethnographic exploration in the districts of Villa Miramar and Bella Vista. [ABSTRACT FROM AUTHOR]

This paper shows a self-assessment experience from students in PETE (Physical Education Teacher Education) in Argentina and its relationship with similar experiences in U.S.A. and Spain. In the first place there is a description of the experience which is later compared with different authors' conclusions and findings with which we worked in our context. [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]

The incorporation of the notion of interculturality since the 90's in the state context has involved a new position of the State-nation towards indigenous people. Since then, the concept of interculturality —that became central within recognition policy— has been used in the educational field and developed new discourses and practices based on a new premise: the value of the "cultural diversity". The new educational policy has recently incorporated that same premise, but this time in order to transform the neoliberal project based on the analysis of a new law in that area. The aim of this paper is to explore the discourse associated to the intercultural project in the new educational policy considering its theoretical implications and political consequences. [ABSTRACT FROM AUTHOR]

Studies on the ideas on which the referents of the Argentinian educational field were inspired have particularly shown the contribution of many pedagogical traditions -French, American, English or German-. Nevertheless, though admitting the indisputable presence of these models, it appears to be necessary to acknowledge the important influence of other educational ideas, especially the Spanish pedagogical tradition. It is precisely in this article that we are going to examine those suggestive innovations which circulated in the peninsula in educational matters along the 18th century, in order to show in which ways they were used in our country when the educational state system was shaped. From a qualitative research methodology, and based on different documents -such as official documents and Spanish pedagogical referents 'writings-, this study will try to present a more complex and nuanced context of the intellectual influences of the rising Argentinian pedagogical field. [ABSTRACT FROM AUTHOR]

Local cultures have gradually been included in the representational systems of ELT textbooks. These econo-cultural representations have to be critically assessed, however, in view of current globalizing trends. This article shows the findings of a comparative reading methodologically based on Critical Discourse Analysis (CDA) and applied to the texts used for reading comprehension in New Let's go for EGB. Student's book 1 with activity book (2000) and Go for Chile! New edition. 17° año medio (2003) in order to determine the ways in which the representations of Argentina, Chile and Latin America are put into discourse. Even though this work may result a outdated, it is necessary to evaluate the representations in ELT textbooks in view of an imminent educational reform, which will surely bring with it new and trendy textbooks. [ABSTRACT FROM AUTHOR]

The relations between Communication-Education organise a problematic configuration that allows us to think about present situations, transcending the first conceptualizations that were centered on the school/ media relationship. Social Sciences "classic" topics such us cultural transmission, authority or sociability can be refocused upon this perspective taking into account, on the one hand, discourse issues (its emerging conditions, circulation, reelaboration and censorship) and, on the other hand, the experiences (with institutions, among peers, intergenerational) as two concepts that allow to deepen viewpoints, which are often global in the educational phenomena. The aim of this work is to establish a connection between two research papers in process: the investigation on the ways in which the discourses on cultural authority go through the trajectory of the students training and the discourses -about sexuality, the body and affective relationships- which circulate in the frame of the student sociability. These topics are articulated from a common axis: the public space in which operations of cultural and intergenerational transmissions take place, with processes of reconfiguration of the subjectivities. [ABSTRACT FROM AUTHOR]