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This article demonstrates the way in which a person deprived of liberty goes through a process of construction of student identity in a scenario of tensions where educational proposals are implemented in contexts of punitive confinement. This tension emerges from the different logics of operation of each of the institutions involved, the school and the prison. The actions that intervene in this process, either promoting or interrupting it, are also described in the context of the article. On the one hand, it can be suggested that the context of punitive confinement reinforces the prisoner identity and depersonalizes the subjects, stripping them of their capacity for reasoning and freedom of expression to turn them into subjects incapable of choosing, feeling, and projecting. On the other hand, the state school guarantees these people's right to education offering them opportunities of emancipation and empowerment and repositioning them politically, culturally, and socially. In other words, state education in punitive confinement seeks to contribute to social justice through dignifying the lives of those deprived of liberty. [ABSTRACT FROM AUTHOR]

This work proposes rebuilding aspects of the establishment and development of schools in the town of Macachin and, in this process try to recover the social traits of that process understanding that it can be representative of the particularities that the construction of the educational system assumed in the Pampa Central. The extract of the last two decades corresponds to the "foundational period" of the educational system in the Territory, at the end of which the educational institutions obtain a relatively stable functioning. Methodologically speaking, the small scale approach is the option chosen; in the attempt to recover particular situations, ways in which individuals and groups produce the social work through adaptation and conflict relationships. This work retrieves some of the strategies that the local social subjects develop to satisfy the educational needs in a time when the state presence did not exercise an effective control, outstanding characteristics of a "frontier area" as the one analyzed. The sources used are: journalistic publications, inspection reports, historical books, pupils reports, official certificates of the two exciting schools in the town at the beginnings of XX century. [ABSTRACT FROM AUTHOR]

Looking into a literary work as Hualicho Mapu fostered enquiries into the life story of one of the greatest scholars that lived in our province for over half a century, and whose writing production stretches from geographic and historic research to international politics. However, research in the field of education was his vocation. Author of numerous works that systematize the geography, history and culture of La Pampa, Stieben handed down a cultural heritage that surpasses his own ideological perspective and that constitutes a corrective imaginary by reporting the aboriginal condition within the geographic, social and political context of La Pampa. Considering the interdisciplinary richness that characterized his work, it is worth recovering a very-little known feature of his textual and discursive production: his relationship with a meaningful national and international intellectual field. [ABSTRACT FROM AUTHOR]

This proposal takes place as part of an agreement between the Culture and Education Ministry of La Pampa and the Penitentiary Unit No 4. This is an alternative to give the convicts of that institution the possibility of studying the Secondary School for Adult People. The student population, people with long sentences, do not show expectations related to work world, academic reasons or intention of developing personal knowledge for citizenship as it is prescribed by the three functions of the Federal Law of Education. Some analogies between penitentiary and education institutions moved us to consider that the expert knowledge had to be adapted to this particular context. In this way, it is not expected the exact adaptation of prescriptive formula made outside that context or surrender to the proposals and explanations transmitted by the pressure of dominant interests. [ABSTRACT FROM AUTHOR]

This paper tries to show the political ideological conceptions held by the public education policies in the province of La Pampa between 1984-1996. This period of time is the one beginning with the restoration of democracy and ending with the sanction of the Provincial Law of Education. The eighties were characterized by the reestablishment of institutional order and the attempt to design and establish policies based on the State of Welfare conception. During this period, the search for agreement with the provincial government and the teachers was mediated by the teacher's trade union which obtained historically claimed rights and labour achievements. In the nineties, neoliberal policies and the demands from international organizations give origin to deep changes in the educational system of La Pampa. The trend towards decentralization and the State reform policy account for the structural change implied by a new relationship between State and society. New strategies in the search for support appear; trade unions are no longer the privileged speakers; they have been shifted by the euphemism of «community participation» This analysis tries to trace in the official political discourse evidence of the above mentioned change in the idea of the role of the State in educational matters on the one hand, an on the other, the change in the strategies searching for support. [ABSTRACT FROM AUTHOR]