Archives - Page 3

  • Pedagogías desde el margen

    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.

  • Sobre políticas, medios e historias

    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.

  • Saberes, políticas y escolaridad

    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.

  • Sobre hegemonías y prospectivas

    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.

  • Líneas de fuga hacia la complejidad

    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.

  • PRAXIS en la Práctica Docente

    Special Issue - 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.

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