EDUCACIÓN, AUTOORGANIZACIÓN Y TERRITORIO.

We present an analysis of two self-organized educational experiences in Argentina that respond to concrete needs regarding the supply of education in certain geographical locations: alternative rural schools, jointly managed by families, the state, and local communities; and an educational center that is self-managed by the employees and directed to homeless teenagers and adults. We use the notion of inhabiting space as an expression of social, cultural, and aesthetic relations, contrasting this notion with that of space as an object. The analysis shows that these experiences establish innovative educational institutions, in spite of their location within current administrative rationality, through articulation with ideological and geographical neighbors over time. We conclude that the notion of territory is fertile for understanding this type of capillarity and institutional conformation. [ABSTRACT FROM AUTHOR]