A school at the boundary. Educational experiences generated by social movements in the path to state recognition.
This article presents an analysis of the complex and dynamic relationships that shape the educational experiences generated by organizations and social movements in their pursuit of state recognition. To this end, it recovers the knowledge built in a broader anthropological research, focused on the...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Escuela de Antropología - FHyA
2022
|
| Materias: | |
| Acceso en línea: | https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/181 |
| Aporte de: |
| id |
I15-R207-article-181 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-207 |
| container_title_str |
Revista de la Escuela de Antropología |
| language |
Español |
| format |
Artículo revista |
| topic |
Movimientos sociales experiencias educativas escuela hegemonía Estado Social movements educational experiences school hegemony State Movimentos sociais experiências educacionais escola hegemonia Estado |
| spellingShingle |
Movimientos sociales experiencias educativas escuela hegemonía Estado Social movements educational experiences school hegemony State Movimentos sociais experiências educacionais escola hegemonia Estado López Fittipaldi, Marilín A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| topic_facet |
Movimientos sociales experiencias educativas escuela hegemonía Estado Social movements educational experiences school hegemony State Movimentos sociais experiências educacionais escola hegemonia Estado |
| author |
López Fittipaldi, Marilín |
| author_facet |
López Fittipaldi, Marilín |
| author_sort |
López Fittipaldi, Marilín |
| title |
A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| title_short |
A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| title_full |
A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| title_fullStr |
A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| title_full_unstemmed |
A school at the boundary. Educational experiences generated by social movements in the path to state recognition. |
| title_sort |
school at the boundary. educational experiences generated by social movements in the path to state recognition. |
| description |
This article presents an analysis of the complex and dynamic relationships that shape the educational experiences generated by organizations and social movements in their pursuit of state recognition. To this end, it recovers the knowledge built in a broader anthropological research, focused on the processes of creation and continuous construction of a “social management” secondary school for youths and adults, located in the city of Rosario (Santa Fe, Argentina). From a relational theoretical-methodological approach and based on long-term ethnographic work, three distinctive moments in the unfolding of such processes are reconstructed. Following this course allows showing how hegemonic relations and processes shape the paths taken by the dispute and, at the same time, manage to permeate the everyday life of these experiences through various forms of state presence. It also reveals the key role acquired by the subjects in the activation of contradictory processes of confrontation, negotiation and appropriation of practices and meanings of official schooling. |
| publisher |
Escuela de Antropología - FHyA |
| publishDate |
2022 |
| url |
https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/181 |
| work_keys_str_mv |
AT lopezfittipaldimarilin aschoolattheboundaryeducationalexperiencesgeneratedbysocialmovementsinthepathtostaterecognition AT lopezfittipaldimarilin unaescuelaenlafronteraexperienciaseducativasgestadaspormovimientossocialesenelcaminohaciaelreconocimientoestatal AT lopezfittipaldimarilin umaescolanafronteiraexperienciaseducacionaisgeradaspelosmovimentossociaisnocaminhoparaoreconhecimentodoestado AT lopezfittipaldimarilin schoolattheboundaryeducationalexperiencesgeneratedbysocialmovementsinthepathtostaterecognition |
| first_indexed |
2023-05-11T18:46:54Z |
| last_indexed |
2023-05-11T18:46:54Z |
| _version_ |
1765624580609671168 |
| spelling |
I15-R207-article-1812022-11-22T23:27:37Z A school at the boundary. Educational experiences generated by social movements in the path to state recognition. Una escuela en la frontera. Experiencias educativas gestadas por movimientos sociales en el camino hacia el reconocimiento estatal Uma escola na fronteira. Experiências educacionais geradas pelos movimentos sociais no caminho para o reconhecimento do Estado López Fittipaldi, Marilín Movimientos sociales experiencias educativas escuela hegemonía Estado Social movements educational experiences school hegemony State Movimentos sociais experiências educacionais escola hegemonia Estado This article presents an analysis of the complex and dynamic relationships that shape the educational experiences generated by organizations and social movements in their pursuit of state recognition. To this end, it recovers the knowledge built in a broader anthropological research, focused on the processes of creation and continuous construction of a “social management” secondary school for youths and adults, located in the city of Rosario (Santa Fe, Argentina). From a relational theoretical-methodological approach and based on long-term ethnographic work, three distinctive moments in the unfolding of such processes are reconstructed. Following this course allows showing how hegemonic relations and processes shape the paths taken by the dispute and, at the same time, manage to permeate the everyday life of these experiences through various forms of state presence. It also reveals the key role acquired by the subjects in the activation of contradictory processes of confrontation, negotiation and appropriation of practices and meanings of official schooling. Este artículo presenta un análisis de las complejas y dinámicas relaciones que configuran las experiencias educativas gestadas por organizaciones y movimientos sociales al perseguir el reconocimiento estatal. Para ello se recuperan los conocimientos construidos en una investigación antropológica más amplia, centrada en los procesos de creación y continua construcción de una escuela secundaria para jóvenes y adultos de “gestión social”, radicada en la ciudad de Rosario (Santa Fe, Argentina). Desde un enfoque teórico-metodológico relacional y en base a un trabajo etnográfico de larga duración, se reconstruyen tres momentos distintivos en el despliegue de tales procesos. Este recorrido permite mostrar cómo relaciones y procesos hegemónicos van moldeando los caminos que asume la disputa y, a la vez, logran permear la cotidianeidad de estas experiencias mediante variadas formas de presencia estatal. Pone de manifiesto, asimismo, el protagonismo que adquieren las y los sujetos en la activación de contradictorios procesos de confrontación, negociación y apropiación de prácticas y sentidos propios de la escolarización oficial. Este artigo apresenta uma análise das relações complexas e dinâmicas que moldam as experiências educacionais geradas pelas organizações e movimentos sociais em sua busca de reconhecimento do Estado. Para isso, recupera o conhecimento construído em uma pesquisa antropológica mais ampla, centrada nos processos de criação e construção contínua de uma escola secundária para jovens e adultos de "gestão social", localizada na cidade de Rosário (Santa Fé, Argentina). A partir de uma abordagem teórico-metodológica relacional e baseada em um trabalho etnográfico de longo prazo, três momentos distintos no desdobramento de tais processos são reconstruídos. Este percurso permite mostrar como as relações e processos hegemônicos moldam os caminhos da disputa e, ao mesmo tempo, conseguem permear a vida cotidiana destas experiências através de várias formas de presença estatal. Mostra também o protagonismo adquirido pelos sujeitos na ativação de processos contraditórios de confronto, negociação e apropriação de práticas e significados da escolaridade oficial. Escuela de Antropología - FHyA 2022-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/181 10.35305/rea.viXXX.181 Revista de la Escuela de Antropología; Núm. XXX (2022): enero-junio; 1-24 2618-2998 1852-1576 spa https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/181/218 https://revistadeantropologia.unr.edu.ar/index.php/revistadeantropologia/article/view/181/219 Derechos de autor 2022 Revista de la Escuela de Antropología https://creativecommons.org/licenses/by-nc-sa/4.0 |