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匹配条件: “Guillermina;” ,找到相关结果约253条。
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La escuela en la encrucijada del cambio epocal
Tiramonti, Guillermina;
Educa??o & Sociedade , 2005, DOI: 10.1590/S0101-73302005000300009
Abstract: associated to other social, political and cultural circumstances, school was institutionally created in a different historical moment. this paper presents and analyzes items that allow us to measure the existing asymmetry between school as an institution and the historical and cultural time in which it is nowadays inserted. the changes in the institutional network brought by the industrial society are thus analyzed, especially those related to the family, the state and school itself. the contemporaneous cultural context and the gaps between it and the literate culture that shaped modern school are discussed. our argument is that although school as an institution was thought on the basis of a temporal sequence linked to the idea of individual and social progress, which privileges a construction for the future, it is currently required to generate a gratifying present to young students.
La escuela media en su límite. Diferencias y continuidades en las configuraciones nacionales de la región: los casos de Brasil, Argentina y Chile: différences et continuités des configurations nationales dans la région: les cas du Brésil, de l'Argentine et du Chili
Tiramonti, Guillermina;
Educa??o & Sociedade , 2011, DOI: 10.1590/S0101-73302011000300013
Abstract: the present article accounts for the current demands for a universal high-school level education the various countries in the region are subject to, draws on speeches justifying these demands and the social and cultural conditions under which it occurs, in an attempt to make a contribution to an understanding of its senses and purposes. high-school level expansion and changes introduced by various reforms are presented, while portraying the invariances of a school format that has remained unchanged since its creation at the end of the 19th century. national designs of high-school level in three countries are analyzed - brazil, argentina and chile, - presenting a continuity in strategies of inclusion with segregation and a functional dependability between high-school level expansion and both market and political demands.
Chiriguanos: la construcción de un estereotipo en la política colonizadora del sur andino
Oliveto,Guillermina;
Memoria americana , 2010,
Abstract: this paper analyzes how the were classified in the eastern border of tarija within the context of a new colonial society. southern andes colonial documents present them as a threat, triggering tensions over the borders. historiography has maintained this image while refraining from investigating into the reality hidden behind that depiction. the category came to condense a large sum of pejorative names thus creating a stereotype to justify policies of defense and conquest on the southeastern border. deconstructing the category uncovers multiple, complex interethnic relations beyond such stereotype. this study case reveals how the spaniards used group categorization because it proved functional to their interests, although the conflict encompassed a broader temporal and spatial frame.
Después de los 90: agenda de cuestiones educativas
Tiramonti, Guillermina;
Cadernos de Pesquisa , 2003, DOI: 10.1590/S0100-15742003000200004
Abstract: this article proposes an agenda on "educational matters" which is meant for binding afair education to democracy after the reforms carried out in the 90's. first it describes the current state which is characterized by three processes: a. a school deinstitutionalization process which is expressed both in terms of the difficulty to keep a socially-sanctioned normative framework, and the identity crisis the institutions currently go through; b. a fragmentation process of the educational system which is different from the traditional segmentation of the systems; c. the wearing out of the theoretical and conceptual instruments on which we have been traditionally supposed to rely for organizing and making sense out of reality's phenomena. on this framework the article proposes: 1. to discuss the limits of educational modernity in peripheral countries such as ours and, in this context, those of modern pedagogy in order to deal successfully with discrimination and educational; 2. to review the concept of citizenship as well as the role ascribed to school in the shaping of citizenship; 3. a second thought and discussion on the role of knowledge and research in changing the practices in politics and pedagogy.
Educación secundaria Argentina: dinámicas de selección y diferenciación
Tiramonti, Guillermina;
Cadernos de Pesquisa , 2011, DOI: 10.1590/S0100-15742011000300003
Abstract: this article analyzes the national educational system's selection dynamics - especially on the secondary education - and the influence of our own cultural configuration in the definition of these mechanisms. the cultural characteristics identified as promoters of the selection dynamic are, on one hand, the egalitarian myth and, on the other, the exacerbated individualism. the equalitarian pretension has displaced merit verification from the basis of differentiation, and has replaced it for a segregated incorporation of population to formally equal institutions, as well as for the development of a deregulated promoting system inside institutions based on student's individual resources and capacity of making use of them for guarantying themselves successful educational trajectories. this technology of selection works on public secondary schools as well as on traditional public universities. in this open competition, the middle class sectors are the ones achieving goals through the educational system, by leaving behind the lower social sectors which have difficulties to bring their resources into play on a school ruled by middle class standards.
As muta??es da escola média na Argentina no marco da reconfigura??o de um mundo globalizado
Tiramonti, Guillermina;
Pro-Posi??es , 2008, DOI: 10.1590/S0103-73072008000300006
Abstract: in this text, the author analyzes the reorganization of educational systems and the processes that have affected it along the important social and cultural changes of the latest years. she also introduces the idea of a fragmentation of the educational system, establishing differences between this new concept and the traditional concept of educational breakup, and explaining this conceptualization with theoretical bases. she also approaches the changes in institutional structures, generated by modernity (family, the state and schools) as well as their impact on the constitution of subjectivities through the characterization of asynchrony in the individualization of students from different socio-cultural backgrounds. the author finally identifies prescriptions which are present-time demands and must be faced by schools in terms of inclusion, restraint and fulfillment.
LOS IMPERATIVOS DE LAS POLíTICAS EDUCATIVAS DE LOS 90
TIRAMONTI, Guillermina;
Revista da Faculdade de Educa??o , 1997, DOI: 10.1590/S0102-25551997000100005
Abstract: the globalization is giving a new meaning to traditional differences among the countries. in the middle of the 80, the latin america got better the alphabetization and the scholarization rates, although there is a long way to go through the inclusion field. the procedure of educational inclusion has brought pedagogical and administrative innovations, but it is coming along with the deterioration of teachers' salary and conditions of working. actually it is occurring a re-configuration of educational system from the definition of social space occupied by the school. people ask if the school space is the unique to be possible to cultural diffusion and incorporation of social knowledge.
Fotografía y territorio: imágenes de un proceso político
Guillermina Oviedo
Identidades , 2011,
Abstract: Este trabajo avanza una reflexión inicial que se desprende de la tarea de acondicionamiento de la Colección fotográfica del Sr. González del período de Gobernación Militar de Comodoro Rivadavia (1944-1955), en el que se desarrollan tareas de conservación y preservación del material fotográfico. Se trata entonces de recuperar el proceso en el que se generaron estas imágenes, atendiendo a su contexto de producción, a los usos y a los significados que se les otorguen en un marco general de análisis. Las preguntas que guiaron el trabajo estaban vinculadas al rol de la fotografía en el marco de una política cultural, intentando dilucidar desde dónde se construye dicha categoría, cuál es el territorio que estas imágenes nos permiten construir en el marco del discurso fotográfico y qué prácticas culturales han sido retratadas a partir de una práctica cultural como es la fotografía.
Discurso: reflexión sobre fotografías e identidades políticas
Guillermina Oviedo
Identidades , 2013,
Abstract: Discurso: reflexión sobre fotografías e identidades políticas
LOS IMPERATIVOS DE LAS POLíTICAS EDUCATIVAS DE LOS 90
TIRAMONTI Guillermina
Revista da Faculdade de Educa??o , 1997,
Abstract: A globaliza o está dando novo significado às tradicionais desigualdades, que agora se fundamentam no controle diferenciado da mudan a tecnológica. Os países da periferia, excluídos da possibilidade de intervir nessa configura o de ordem mundial, iniciaram um processo de convers o econ mica, destinado a adaptar-se a ele e gerar algum circuito que lhes permita incorporar-se ao intercambio. Em meados da década de 80, a América Latina melhorou as taxas de alfabetiza o e de escolariza o, ainda que tenha um longo caminho a percorrer no campo da inclus o. O processo de inclus o educacional trouxe inova es pedagógicas e administrativas, mas foi acompanhado por um deterioramento dos salários e das condi es do trabalho docente. Está havendo uma reconfigura o do sistema educativo, a partir da defini o do espa o social que ocupa a escola. O desenvolvimento dos meios de comunica o massiva, da informática, da grande variedade de recursos tecnológicos que aparecem no mercado, geram circuitos de informa o e saberes alheios à escola e que competem com ela. Questiona-se o espa o escolar como o único possível para difus o cultural e a incorpora o do conhecimento social produzido.
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