Educational experiences and territory: resisting inequality in the south of Buenos Aires city
In the Buenos Aires city, various investigations documented the way in which regressive access to the city conditions educational results. In this specialized literature, the “territory” is presented as a predetermined area (identified, located, delimited) whose characteristics and, above all, whose...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2022
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476 |
| Aporte de: |
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I15-R240-article-1476 |
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ojs |
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Universidad Nacional de Rosario |
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I-15 |
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R-240 |
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Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
territory educative experiences inequity primary and secondary education transition territorio experiencias educativas desigualdad pasaje primaria-secundaria |
| spellingShingle |
territory educative experiences inequity primary and secondary education transition territorio experiencias educativas desigualdad pasaje primaria-secundaria Gessaghi, Victoria Lozano, Natalia Yabor, Josefina Ziliani, Ana Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| topic_facet |
territory educative experiences inequity primary and secondary education transition territorio experiencias educativas desigualdad pasaje primaria-secundaria |
| author |
Gessaghi, Victoria Lozano, Natalia Yabor, Josefina Ziliani, Ana |
| author_facet |
Gessaghi, Victoria Lozano, Natalia Yabor, Josefina Ziliani, Ana |
| author_sort |
Gessaghi, Victoria |
| title |
Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| title_short |
Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| title_full |
Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| title_fullStr |
Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| title_full_unstemmed |
Educational experiences and territory: resisting inequality in the south of Buenos Aires city |
| title_sort |
educational experiences and territory: resisting inequality in the south of buenos aires city |
| description |
In the Buenos Aires city, various investigations documented the way in which regressive access to the city conditions educational results. In this specialized literature, the “territory” is presented as a predetermined area (identified, located, delimited) whose characteristics and, above all, whose shortcomings, condition the life of the populations that live there. Following anthropology and education Latin American tradition, this article describes an ethnographic experience carried out between the years 2015 and 2019 in three schools of the commune four of the Buenos Aires city. When discussing the expectations adults build around the formative experiences of students finishing primary school and entering secondary education, teachers and parents describe a diversity of practices that draw a heterogeneous territory cartography. They configure certain “insides” and “outskirts”, certain ways of “being” or “leaving” the territory that exceed delimited locations that guarantee or obstruct access to a set of profits and resources. On the contrary, they dispute and resist the determination of material living conditions. The territory is configured here as a dynamic, diverse and historical process, the mapping of which can only be carried out by documenting the experiences of the subjects that give it existence. In this sense, the article seeks to document that the association between “territory” and educative experiences is not linear but multiple determined and mutual co-construction. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2022 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476 |
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2023-06-26T22:56:36Z |
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I15-R240-article-14762022-11-30T19:57:33Z Educational experiences and territory: resisting inequality in the south of Buenos Aires city Territorios y experiencias educativas: disputando desigualdades en la zona sur de la Ciudad de Buenos Aires Gessaghi, Victoria Lozano, Natalia Yabor, Josefina Ziliani, Ana territory educative experiences inequity primary and secondary education transition territorio experiencias educativas desigualdad pasaje primaria-secundaria In the Buenos Aires city, various investigations documented the way in which regressive access to the city conditions educational results. In this specialized literature, the “territory” is presented as a predetermined area (identified, located, delimited) whose characteristics and, above all, whose shortcomings, condition the life of the populations that live there. Following anthropology and education Latin American tradition, this article describes an ethnographic experience carried out between the years 2015 and 2019 in three schools of the commune four of the Buenos Aires city. When discussing the expectations adults build around the formative experiences of students finishing primary school and entering secondary education, teachers and parents describe a diversity of practices that draw a heterogeneous territory cartography. They configure certain “insides” and “outskirts”, certain ways of “being” or “leaving” the territory that exceed delimited locations that guarantee or obstruct access to a set of profits and resources. On the contrary, they dispute and resist the determination of material living conditions. The territory is configured here as a dynamic, diverse and historical process, the mapping of which can only be carried out by documenting the experiences of the subjects that give it existence. In this sense, the article seeks to document that the association between “territory” and educative experiences is not linear but multiple determined and mutual co-construction. Diversas investigaciones documentaron la forma en que el acceso regresivo a la ciudad condiciona los resultados educativos. En la literatura especializada, el “territorio” es presentado como un área predeterminada (identificada, localizada, delimitada) cuyas características y, sobre todo, cuyas carencias condicionan la vida de las poblaciones que allí habitan. Partiendo de la tradición de la antropología y la educación latinoamericana, este artículo describe una experiencia etnográfica realizada entre los años 2015 y 2019 en tres escuelas de la Comuna 4 de la Ciudad de Buenos Aires, a partir de la preocupación de distintos adultos por el pasaje de los/as niños/as de la escuela primaria a la secundaria. En el trabajo de conversar sobre los sentidos y las expectativas que dichos adultos construyen en torno de las experiencias formativas de los/as estudiantes, los sujetos describen una diversidad de prácticas que trazan una cartografía barrial y configuran determinados “adentros” y “afueras”, ciertos modos de “estar” o “salir” del barrio que exceden las localizaciones delimitadas que garantizan u obstruyen el acceso a un conjunto de recursos y beneficios y que, por el contrario, hacen evidentes las disputas y resistencias de las propias condiciones materiales de vida. El territorio se configura aquí como un proceso dinámico, diverso e histórico, cuya cartografía solo puede realizarse a partir de documentar las experiencias de los sujetos que le dan existencia. El artículo busca mostrar que la asociación entre “territorio” y experiencia educativa no es lineal sino que está atravesada por múltiples mediaciones y mutua co-construcción. IRICE (CONICET-UNR) 2022-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476 10.35305/revistairice.vi43.1476 Revista IRICE; Núm. 43 (2022); 13-29 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476/2443 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476/2446 Derechos de autor 2022 Victoria Gessaghi, Natalia Lozano, Josefina Yabor, Ana Ziliani https://creativecommons.org/licenses/by-nc-sa/4.0 |