Archives

Contemporary issues in the educational landscape: gender and identity; media and technologies
Vol. 13 No. 21 (2023)

The articles gathered in this issue discuss sexual education and its application in the territory; gender policies and their forms of implementation in society and institutions; the relationships that young people establish with technologies; and the scope of the media, which collectively result in relationships, identities and/or hegemony. It is of interest how this variety of topics is complemented and enriched around concerns, questions and discussions that unveil new knowledge, complex practices and feelings about events located in diverse social spaces.
Dossier - Educational Policies: between innovation and privatization
Vol. 13 No. 20 (2023)

This issue focuses on the emergent variations in educational policies and, in particular, on those referred to as "educational innovations". The papers deal with national and provincial cases related to new school formats and changes in school organization, especially in Argentina. The articles share the common concern for problematizing the changes promoted and for considering their social effects.
Dossier- Heritage and education
Vol. 12 No. 19 (2022)

We understand "Heritage Education" as a pedagogical process focused on the diversity of perceptions, knowledge and values that underlie a society. In this way, heritage becomes a "resource" for learning, capable of connecting people with their cultural diversities and their social environment. Heritage and education constitute, therefore, an emergent binomial and an important current challenge in terms of cultural policies. This relationship emerges as the possibility of a horizon of sustainability over time for the administration of these policies, or as an argument that can support opposing actions or decisions.
Schooling and University: teaching/learning processes
Vol. 12 No. 18 (2022)

The texts included in this issue problematize, from different angles, the complex process that entails the constitution of the social being from school and university. In this sense, a characteristic feature of educational institutions is the orientation towards sensitive modeling, understood in broad terms. The power of the reflections implies a contribution to daily events, deconstructed here reflexively: it includes school routines, the perception of injustice, the conceptions of popular music, citizenship training, school bonds and evaluation processes.
Perspectives on creative and situated education
Vol. 11 No. 17 (2021)

This new issue of Argonautas, of an open nature, reflects some of the current perspectives and concerns in different educational environments, understood in a broad sense, as those spaces in which devices, actions and processes are built to create favorable conditions for reflection, analysis and debate, in different social groups and different contexts. Creativity, as a way of thinking about and transforming education, and the different historical, social, institutional and disciplinary backgrounds, as scenarios in which educational processes are situated, constitute the common framework in which the contributions included here emerge.
Dossier - Childhoods of the Global South
Vol. 11 No. 16 (2021)

This Dossier constitutes an epistemological effort to approach the experiences of children who live in geopolitically “peripheralized” societies. The image of the palimpsest - that ancient manuscript that still preserves traces of previous writings that have been artificially erased - operates here as a metaphor to question the notion of childhood. A materialist and socio-historical perspective allows us to recognize the networks and layers of meaning that intersect, overlap and tension in the social space.
Dossier - Training teachers in times of pandemic
Vol. 10 No. 15 (2020)

The aim of this Dossier is to reflect on the outbreak of the Covid-19 pandemic and its relationship with teaching. We discuss this phenomenon which has completely disrupted the basic coordinates of the educational space, once away from home and housed in a public environment, mutated into a private-domestic context. We also speak of the segmented regulation of pedagogical time; of a co-presence of bodies as a central input of interaction and pedagogical link that disappeared; of the possession of technological devices with access to connectivity, transformed into a condition of possibility of teaching and learning, among other phenomena to be reviewed.
In spiral, education-society
Vol. 10 No. 14 (2020)

One way to represent the spiral figure is by imagining the presence of a circle within another circle, connected in turn by a line of continuity. This geometric shape allows us to understand, among other aspects, the ability to establish new questions about the same research scenario. In this sense, the articles in this issue systematize different aspects of education as a scenario of complex relationships. Training processes occupy a central place, from the historical progression of institutions and their current practices, through teaching at different training levels, to the thematization of public policies, rights and experience.
Socio-pedagogical practices and experiences
Vol. 9 No. 13 (2019)

In the midst of the complex scenario that Argentina and higher education are going through, we are launching this new issue; and with it, also, the debate and reflection on our research and pedagogical practices in the different areas of the Social Sciences. Thus, in a plural way, this issue incorporates articles that discuss training activity, proposals for educational transformation, poetics and language, as well as the dynamics in institutions.
Dossier - Qualitative Research
Vol. 9 No. 12 (2019)

One of the most fertile topics for debate in the Social Sciences refers to research methodologies; and in particular to the proposals of qualitative work, which express plurality in their proposals. For this reason, together with the presentation of open articles, the present issue recovers debates that revisit and question the foundations, drifts and controversies of doing research within this nourished field. Thus, the texts in the "Qualitative Research" Dossier differentially address the intercultural approach and grounded theory, participatory action and content analysis, implying a convergence from communication, education and philosophy.
Of discourses, grammars and handicrafts
Vol. 8 No. 11 (2018)

This issue of Argonautas is a new bet to think about and discuss education as a principle and as an end, and also to reflect on the media. It brings together articles that point to a transformative, critical and open education, without fear of differences or the challenges posed by the modern world. Education as a revolution, oriented to break with what appears as monolithic; as a light that illuminates the distant horizon, but true, in the black night of infamy and lie.
Pedagogies from the margins
Vol. 8 No. 10 (2018)

To orient pedagogies from the margins; to educate at the edges; to do practice in its interstices. To educate, then, not only from teaching and in the classrooms, but also from de-centered scenarios. Thus, from psychology in bonding, communication towards the public sphere, literature between generations and from the body in gender. This is the revision proposal that runs through this issue, which confronts the dispute to give voice to the knowledge generated in academic spaces.
About politics, media and stories
Vol. 7 No. 9 (2017)

We are once again facing cyclical attacks that aim to empty public education. If we add to this the circulating political speeches, of having to endure the misfortune of “falling into public education”, we see a difficult panorama. In spite of this, education, investigation and production continue at universities. That is what we are betting on; and this issue of Argonautas, like so many other journals, projects, seminars, courses and discussions that are taking place throughout the country, is an example of a dispute against the meanings of emptying.
Between differences and divergences
Vol. 7 No. 8 (2017)

This issue has as a transversal theme, although not exclusive, the possibility of thinking about social differences and divergences. It brings together texts that discuss the struggles and tensions produced from (and in) sexuality, the educational link, and music, from a comprehensive reading that includes pedagogy, psychology and history. Added to this, there are educational and research experiences as well.
Culture and training paths
Vol. 6 No. 7 (2016)

This open issue is made up of a variety of nuclei, but all of them have culture as a reference point. The training paths, in turn, make up a thematized aspect in several of the published texts. From psychology and pedagogy, law, history and philosophy, these dimensions are approached reflexively, oriented towards the thematization and reflection of social complexity.
Knowledge, policies and schooling
Vol. 6 No. 6 (2016)

The incidence of formative knowledge; the materiality of urban, school and university public policies; the relationship between these phenomena and the social spaces built, both material and symbolic. This issue opens up a plethora about these points, orienting its content towards the problematisation of contemporary conditions and conflicts.
On hegemonies and prospects
Vol. 5 No. 5 (2015)

As a recognizable transversal dimension, although not always as a direct thematization, the reference to hegemony is present in the texts from this issue. Along with it is its prospective as a general social dynamic, associated with the use of technologies, food policy, forms of literacy and institutionalized education. Communication, childhood, research practice, literature and the practice of psychology are part of the debate.
Lines of flight towards complexity
Vol. 4 No. 4 (2014)

Discussions between citizenship and action; reviews from epistemology and the critique of coloniality; agencies between gender and youth; popular and academic spheres; pedagogical practices and resources. This issue opens up lines of flight and meanings towards the thematic complexity in the Social Sciences.
Dossier- PRAXIS in Teaching Practice
Vol. 3 No. 3 (2013)

The reading of the world as action and reflection oriented to transformation is part of the praxis that convenes teaching. In this issue consisting of a Dossier and several open articles, we invite reflection on the objectification and subjectification of this action, which marks social agents and their potential for autonomy.
International policy and comprehensive mix
Vol. 2 No. 2 (2012)

With the focus on Ibero-America, this issue considers conditions, transitions and socio-political proposals concerning different countries in Europe and Latin America. The reality of capitalism and the alternative to socialism, the existing institutional and philosophical proposals, are therefore a reference. The educational field and its experiences are, at the same time, the subject of other texts compiled here.