Araucaria - 2017 - Nº 38https://hdl.handle.net/11441/661782024-03-29T09:00:32Z2024-03-29T09:00:32ZTiempo, arte y sociedad a finales del siglo XVIII neogranadino. Los comienzos tardíos de la modernidad ilustradahttps://hdl.handle.net/11441/664072020-03-24T16:39:55Z2017-01-01T00:00:00ZTiempo, arte y sociedad a finales del siglo XVIII neogranadino. Los comienzos tardíos de la modernidad ilustrada
El presente texto señala un conjunto de hechos que indica el proceso en marcha de separación cultural entre los nuevos hombres de letras, los llamados “criollos ilustrados” –aficionados a la historia natural–, y el conjunto de la sociedad: tanto los grupos sociales dominantes defensores de la tradición, como la sociedad popular –urbana y rural–, en el Virreinato de Nueva Granada a finales del siglo XVIII, e intenta mostrar las condiciones de ese proceso de “distancia cultural creciente”, poniendo de presente que tal proceso, producto de la propia evolución cultural, no constituye ninguna rareza y ha estado presente en muchas otras sociedades y épocas, y debe ser reconstruido y analizado más allá de todo juicio de valor.; The present text indicates a set of facts indicating the process underway of cultural separation between the new men of letters, called “creoles illustrated” – fond of natural history– and the whole of society: the dominant social groups defenders of tradition, as well as society people –urban and rural– in the Viceroyalty of New Granada at the end of the 18th century, and tries to show the conditions of the process of “growing cultural distance”, putting this that such a process, product of the cultural evolution, does not constitute no rarity and has been present in many other societies and times, and must be reconstructed and analyzed beyond all value judgment.
2017-01-01T00:00:00ZEm busca de um tema esquecido: o lugar da educação nas recentes interpretações do Brasilhttps://hdl.handle.net/11441/664032020-03-24T16:39:55Z2017-01-01T00:00:00ZEm busca de um tema esquecido: o lugar da educação nas recentes interpretações do Brasil
Este texto se propõe a analisar o lugar reservado à educação nas contemporâneas interpretações do Brasil. Para isso, escolhemos um conjunto de obras publicadas a partir do final do século XX, ocasião em que se avolumava as comemorações/discussões sobre os 500 anos do “descobrimento”, até o ano de 2015, quando se instalou a crise que, como vimos, resultou no golpe civil parlamentar que destituiu a Presidenta eleita, Dilma Roussef, da Presidência da República. O artigo defende que, se, ao longo do século XX, o acesso à educação foi panaceia para todos os males da nação, no século XXI, interpretar o Brasil tornou-se um exercício que permite abordar a permanência de quem chegou à escola, ampliando o foco do acesso para a inclusão, procurando entender, mais do que a transposição de limites, a aproximação, o fazer juntos que a quase universalização da escola básica possibilita. Mas também impõe entender as distâncias atualizadas e ampliadas entre a casa grande e a escola pública, no cultivo dos privilégios de classe e de raça de longeva tradição no Brasil.; This text is proposed to analyze the place reserved for education in the contemporary interpretations of Brazil. To do so, we chose a group of works published from the end of the twentieth century, time when commemorations / discussions about the 500 anniversary of the “Discovery” have been built up until the year 2015 when an Economic Crisis has been installed and resulted in the ousting of the Dilma Roussef from the Republic Presidency. The article defends that, if, throughout the twentieth century, access to education was “Panacea” for all the evils in the country, in the twenty-first century, interpreting Brazil became an exercise that allows us to approach the permanence of those who have got to school, increasing the focus of access for inclusion, aiming to understand more than just overpassing the limits, the approximation, the “doing together” that the almost universalization of the basic school provides. But it also imposes the understanding of the updated and extended distances between the Big house and the Public school on the fostering of class and race privileges, very tradition a land common in Brazil.
2017-01-01T00:00:00ZVolver a donde nunca se estuvo. Pacto social, felicidad pública y educación en Chile (c.1810-c.2010)https://hdl.handle.net/11441/664012020-03-24T16:39:54Z2017-01-01T00:00:00ZVolver a donde nunca se estuvo. Pacto social, felicidad pública y educación en Chile (c.1810-c.2010)
El reciente malestar social que ha recorrido a Chile desde hace más de una década ha tenido como tema central la demanda por cambios educacionales que superen un sistema fundado prioritariamente en los mecanismos de mercado y el debilitamiento de la educación pública, herencias de la dictadura cívico-militar encabezada por Augusto Pinochet (1973-1990). A partir de ese contexto, este artículo (con elementos de ensayo) se preocupa de presentar una selección de coyunturas históricas en las que se pone en diálogo a la educación con los fundamentos del pacto social y las cambiantes nociones acerca del bien social que apareja la educación.; The recent social unrest that has been going through Chile for more than a decade poses as its central issue the demand for educational changes that overcome a system which rests primarily on market mechanisms and the weakening of public education, legacies of the civil-military dictatorship led by Augusto Pinochet (1973-1990). From this context, the purpose of this article (with some elements of an essay) is to provide a selection of historical junctures in which education is brought into dialogue with the foundations of the social pact and the changing notions of the social good that education provides.
2017-01-01T00:00:00ZAcordes y disonancias en legislación educativa entre nación y provincias desde el caso Neuquénhttps://hdl.handle.net/11441/664002020-03-24T16:39:54Z2017-01-01T00:00:00ZAcordes y disonancias en legislación educativa entre nación y provincias desde el caso Neuquén
El artículo compara tres documentos legislativos de Argentina: la ley de Educación Nacional (2006), el Proyecto de Ley No. 7319 (2011) y la Ley Orgánica de Educación (2014), ambos de la Provincia del Neuquén; sobre cinco puntos que configuraron los sistemas educativos nacionales desde el siglo XIX: laicidad, educación común, obligatoriedad, gratuidad y gradualidad, en pos del objetivo de la alfabetización universal. Se realiza una breve contextualización histórica del problema, se compara su tratamiento en los tres documentos y se realizan algunas consideraciones a modo de síntesis y prospectiva. En el cierre se advierte sobre los riesgos de la descentralización si conduce a la fragmentación resultante de las polémicas transferencias de los noventa realizadas en consonancia con las políticas privatizadoras fundadas en las concepciones de la subsidiariedad del Estado. Aunque permiten ensayar propuestas alternativas particulares regionales y la apertura de un amplio margen de acción a las jurisdicciones provinciales.; The article compares three legislative documents of Argentina: the law of national education (2006), the draft law No. 7319 (2011) and the organic law of education (2014), both from the province of Neuquén; about five points that shaped the national education systems since the nineteenth century: secularism, common education, compulsory, free and gradualism, in pursuit of the goal of universal literacy. He is a brief historical contextualization of the problem, compare ditstreatment in the three documents, and make some considerations by way of synthesis and prospective.Closing warns about the risks of decentralization ifit leads to there sulting fragmentation of the controversial 1990s transfers made in line with the privatization policies found edon the concepts of subsidiarity of the State. Thought hey allow to test alternative proposals regional individuals and the opening of a wide range of action to provincial jurisdictions.
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