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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]

The objective of this study was to analyze the theoretical conformation and practical development of the pedagogy designed by Pascual Pezzano at Universidad Obrera Nacional during Juan Perón’s first presidential term (1946-1955), considering the incipient “New School” theoretical constructions in Argentina. The methodology used for this study was qualitative and consisted of the documentary analysis of Pascual Pezzano’s manuscripts (the university’s vice rector), an unpublished documentary source that had not been previously examined. Pezzano’s theoretical construction was found to combine “New School” premises with notions of a disciplinary nature that arose from the university anti-reformism of Peronism. The theories’ practical application at Universidad Obrera Nacional encountered serious difficulties. [ABSTRACT FROM AUTHOR]

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Copyright of Analecta Política is the property of Universidad Pontificia Bolivariana 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.)

In the last two decades, popular movements have performed a set of affirmative actions, including the creation of various pedagogical space-moments which prefigure future education. This article is aimed at inquiring the pedagogical dimension of popular movements in Argentina within the posneoliberal context; and, specifically, it intends to characterize the pedagogical formats adopted in these scenarios that pose renewed political-pedagogical relationships and complex linkages with the school system and the State. For this purpose, these prefigurative pedagogies are organized into three main formats: the-other school format expressed in the creation of schools belonging to popular movements that resemble to, as well as differ from, traditional school; the workshop-format which is used for pedagogical intentions regarding contents related to the political construction in the territories; and the movement-format that presents popular movements as pedagogical subjects and principles. All these formats question, to a greater or lesser extent, the exclusiveness of school as the pedagogical place and the centrality of children and young people as pedagogical subjects. At the same time, these formats "educate the school system" by making crucial contributions that allow rethinking such institution. [ABSTRACT FROM AUTHOR]

This article discusses the relationship between education and social issues in Argentina from the mid-19th century to the early 21st century. The author comments on the sociocultural aspects of education as well as its evolution over this time period and focuses on the political involvement in education in Argentina. She also considers the progressive nature of education, including the teaching methods, educational practices, and the social outreach of educational programs. Both public and private school systems are explored.

Through this presentation we aspire to show the main results of a research that a group of teachers and researchers of the Department of Investigation and Educational Statistics of the University of Buenos Aires carried out between 2004 and 2008, and set out some teaching concerns that came up in this process, related to the challenge that represents the teaching of the practice of scientific research in the formal framework of university course. The research process that we are referring to, seek to contribute to the theoretical field related to the pedagogy of research training and specifically investigated about the changes of conceptualizations about scientific research in Social Sciences that students of Research and Educational Statistics I are carrying out. This paper is organized in three moments: The presentation of the problematic situation which started the research problem. The description of the student's previous knowledge and final constructions about the scientific research. The development of some answers about student's process of change of scientific research ideas. [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]

This paper proposes to revise aspects of the educational project of Sarmiento, founder of primary education in Argentina. This is sketch some notes beyond their own figure, highlighting the role played -in terms of pedagogical reflection and even experimentation in the classroom- by Juana Manso, one of his closest partners and the American teachers, convened for the opening of schools. For this purpose characterized aspects of the political scene in which registered the entry of the first teachers in the U.S. for the Nation Argentina, even weakly formed. Within this scenario is to incorporate contributions to the understanding of the struggle for shaping an inclusive school model and strategy of the parent church, exemplified in the opposition to the trajectory of the teacher, subject matter of this analysis. [ABSTRACT FROM AUTHOR]

This work is part of the investigation that develops to the group Geometry, in relation to the new technologies applied to the formation. It responds to a line of study, qualification and transference to teaching of the specific development of aspects of education and learning of the form phenomena and space. It is approached like theoretical-practical problem, with the analogical and digital means interaction, and in appropriate adjustment with the cognitive styles of the adressees, students of the introductory cycle of architecture. It emphasizes the possibility of producing changes within the own educative practice, by means of the design of a didactic model that allows from the educational one to explain of better way perceptivas, geometric, space and significant the relations of the morpho-space phenomena. From the students to favor the intelectivos processes of understanding and construction of these phenomena, tending to the development of a more independent thought, in active and socially shared in common surroundings. It raises that the interrelation of differentiated areas of work as they are the pedagogical one, technological educative and the particular content of the subject to develop, will lead to the looked for model, with a new pedagogical approach, didactic and methodological. [ABSTRACT FROM AUTHOR]