Adult responsibilities in children’s education and care. Historical- ethnographic discussions
In the field of education and intervention on childhood, contemporarily, a discourseestablishing a relatively new distribution of adult responsibilities that enhances parentalfigures as a condition for children’s wellbeing and development has become hegemonic.According to an anthropological perspect...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artículo evaluado por pares |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2018
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/3842 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cantropo&d=3842_oai |
| Aporte de: |
| Sumario: | In the field of education and intervention on childhood, contemporarily, a discourseestablishing a relatively new distribution of adult responsibilities that enhances parentalfigures as a condition for children’s wellbeing and development has become hegemonic.According to an anthropological perspective, in this paper we analyze continuities andchange in hegemonic representations of adult responsibilities regarding the educationand upbringing of children, as well as the diverse appropriations that take place ineveryday-life contexts. Analysis is based on the ethnographic accounts constructed throughout our research processes, during which fieldwork was conducted in the Cityof Buenos Aires and its suburbs. |
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