Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy, May 1, 2004
In this article I discuss some perspectives that reduce the debate on the Educative Transformatio... more In this article I discuss some perspectives that reduce the debate on the Educative Transformation Proyect to an evaluation focused only in its development and implementation. I discuss it is necessary to construct interpretations that allow us to understand the substantial changes experienced by those involved in educative practices, and also identify the practical effects of educative policies. I will analyze the case of modifications in teacher's scholar practices in primary schools in the province of Río Negro. I will reveal some of these modifications by describing some situations lived by teachers during the 90's and particularly after the long teacher strike in 1995. Basically, these modifications consist in a substantial change in
This article shows how primary school children in a province of Buenos Aires, Argentina were used... more This article shows how primary school children in a province of Buenos Aires, Argentina were used as co-researchers and how this provided an important tool for my learning alongside them. Including children's viewpoints in my ethnographical research was vital to understanding aspects of school politicisation that would otherwise have remained hidden. Their views provided distance from what one could term the 'official conscience' pervading adult opinion. This distance was possible, among other reasons, because the children had not completely incorporated some of the conventions that made up adult discourse in a certain time and place. Creating horizontal relationships with the children Á unlike those they had with teachers and adults at home Á was difficult but the experience was immeasurably enriching for me as an anthropologist, since it gave me the opportunity to denaturalise the roles of teacher and mother, my supposed familiarity of school life, and my relationships with children.
<div align="justify">Este artículo muestra cómo dos grupos de niñ@s de una escuel... more <div align="justify">Este artículo muestra cómo dos grupos de niñ@s de una escuela primaria en una localidad del conurbano sur bonaerense, Argentina, participaron como interlocutores, entrevistadores, observadores y co-autores en el trabajo de campo etnográfico que realicé durante los años 2004 y 2005. Junto con l@s niñ@s editamos dos textos que contienen versiones de los "otros" y de los autores acerca de la localidad. Ambos reúnen de manera polifónica un conjunto de historias y comentarios de adultos, jóvenes, niños y niñas, de edades, procedencias, familias y ocupaciones diversas. Con un tono descriptivo y narrativo que incluye mapas dibujados por l@s niñ@s e imágenes fotografiadas, los textos ofrecen versiones inteligibles de la vida social local. Mediante la descripción del estos procesos de trabajo y de producción de los textos, desarrollo un análisis de las particularidades de la coautoría con estos niñ@s. Luego discuto aspectos relacionados con la capacidad de agenciamiento de l@s niñ@s en tanto intérpretes y autores y propongo modos innovadores y creativos de interactuar participativamente con l@s niñ@s, modos que también pueden impactar procesos educativos.<br><br>Abstract This article shows how two groups of children of a primary school in a town in southern suburbs of Buenos Aires, Argentina, were included as interlocutors, interviewers, observers and co-writers in my ethnographic fieldwork, during 2004 and 2005. We published two booklets with the children in cooperation. They contain versions of the "others" and of the authors about the town. Both of them brought together a polyphonic set of stories and comments, along with the opinions of adults, youths and children from various ages, origins, families and occupations. The booklets provide intelligible versions of local social life by using a descriptive and narrative style and include maps drawn by children and photographed images. I develop an analysis of the particularities of the coauthorship with these children through an account of these work [...]
There are epistemological, methodological, and textual dimensions of collaborative educational et... more There are epistemological, methodological, and textual dimensions of collaborative educational ethnography (CEE) in Latin America that have spread and consolidated over the last twenty-five years. The beginnings of CEE were marked by sociopolitical struggles (social resistance movements and repressive dictatorships) but also were enlightened by thinkers like Fals Borda and Freire, who foresaw social transformation through a theory/action/participation tie. The result was several educational ethnographic studies carried out by groups of researchers working in networks. To a large extent, they aimed to problematize contradictions between official school education and the sociocultural realities of teachers and students. This type of research also aimed to understand and intervene in social change processes, which encouraged the incorporation of teachers as researchers in ethnographic studies. Teachers’ participation in research processes opened debates about fieldwork, but more partic...
“Ethnography in education” or “educational ethnography” (EE) is a research field widely spread th... more “Ethnography in education” or “educational ethnography” (EE) is a research field widely spread throughout different academic communities all over the world. Anthropologists, sociologists, educators, psychologists, linguists, and many others utilize ethnographic approaches in studying educational issues. These studies consolidate a way of under- standing and problematizing educational processes. Contrary to other approaches of investigation, in Latin America educational ethnography can be described as: ● involving the comprehension of “global” according to the “local” and vice versa; ● including a wider range of tasks linking the researcher to places, social agents, and objects; ● being an educative investigation that uses participant observation, which is a controlled and systematic observation of everything that happens around the ethnographer who participates in one or more community activities; and ● undertaking fieldwork that produces an outcome defining a course of experience(Milstein 2009; Rockwell 2009) We organize our review according to lines of research that have emerged from different Latin American contexts. We have arranged our findings into four different topics that relate to important academic insights and frameworks influencing political agendas that acknowledge inequality and the need for cultural and educational democratization. Our discussion of these topics puts the reader in contact with the multiple ways of dealing with questions and issues from different contexts and conditions in Latin America.
El colectivo conformado por maestros y maestras, profesores y profesoras, directores y directoras... more El colectivo conformado por maestros y maestras, profesores y profesoras, directores y directoras, auxiliares, estudiantes y familiares de jardines de infantes, escuelas primarias, secundarias, normales (así y con orgullo las siguen nombrando sus profesores y estudiantes en los carteles), técnicas, de bachilleratos populares, de artes, de orquesta y coros infantiles, de artes y oficios, penitenciarias, especiales, de universidades e institutos universitarios, de institutos de formación docente, de cooperadoras escolares, de centros educativos municipales, barriales y de movimientos sociales, de gran cantidad de localidades de todas las provincias, mostraron una vez más, este 21 y 22 de marzo El malestar en la educación Algo más que un "conflicto docente"
This text aims to show how ethnographic research, when it includes the participation of children ... more This text aims to show how ethnographic research, when it includes the participation of children and youths, delve into and renew current debates on how to address, question and understand educational contexts. I view ethnography in collaboration with children and youths as part of a collaborative trend in Latin American educational ethnography and I focus on the actuality of the distinction between research about and with this sector of the population. Moreover, through the analysis of a situation taken from ethnographic work in conducted in collaboration with children, I point to opportunities opened by this shared way to do research to access more thorough and unexplored understandings that incorporate knowledge and theories overshadowed or unknown among experts and scholars. Resumen Este texto tiene la intención de mostrar cómo las investigaciones etnográficas, cuando incluyen la participación de niñas, niños y jóvenes, profundizan y renuevan debates existentes sobre cómo abordar, interrogar y comprender contextos educativos. Sitúo la etnografía en colaboración con niñas, niños y jóvenes como parte de una tendencia colaborativa de la etnografía educativa la- tinoamericana y me detengo en la actualidad de la distinción entre investigación sobre y con este sector poblacional. Además, a través del análisis de una situación tomada de una etnografía realizada en colaboración con niños y niñas, expongo oportunidades que abren esta forma com- partida de investigar para acceder a comprensiones más exhaustivas e inéditas que incorporan conocimientos y teorías opacadas o desconocidas entre las y los expertos y académicos.
Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy, May 1, 2004
In this article I discuss some perspectives that reduce the debate on the Educative Transformatio... more In this article I discuss some perspectives that reduce the debate on the Educative Transformation Proyect to an evaluation focused only in its development and implementation. I discuss it is necessary to construct interpretations that allow us to understand the substantial changes experienced by those involved in educative practices, and also identify the practical effects of educative policies. I will analyze the case of modifications in teacher's scholar practices in primary schools in the province of Río Negro. I will reveal some of these modifications by describing some situations lived by teachers during the 90's and particularly after the long teacher strike in 1995. Basically, these modifications consist in a substantial change in
This article shows how primary school children in a province of Buenos Aires, Argentina were used... more This article shows how primary school children in a province of Buenos Aires, Argentina were used as co-researchers and how this provided an important tool for my learning alongside them. Including children's viewpoints in my ethnographical research was vital to understanding aspects of school politicisation that would otherwise have remained hidden. Their views provided distance from what one could term the 'official conscience' pervading adult opinion. This distance was possible, among other reasons, because the children had not completely incorporated some of the conventions that made up adult discourse in a certain time and place. Creating horizontal relationships with the children Á unlike those they had with teachers and adults at home Á was difficult but the experience was immeasurably enriching for me as an anthropologist, since it gave me the opportunity to denaturalise the roles of teacher and mother, my supposed familiarity of school life, and my relationships with children.
<div align="justify">Este artículo muestra cómo dos grupos de niñ@s de una escuel... more <div align="justify">Este artículo muestra cómo dos grupos de niñ@s de una escuela primaria en una localidad del conurbano sur bonaerense, Argentina, participaron como interlocutores, entrevistadores, observadores y co-autores en el trabajo de campo etnográfico que realicé durante los años 2004 y 2005. Junto con l@s niñ@s editamos dos textos que contienen versiones de los "otros" y de los autores acerca de la localidad. Ambos reúnen de manera polifónica un conjunto de historias y comentarios de adultos, jóvenes, niños y niñas, de edades, procedencias, familias y ocupaciones diversas. Con un tono descriptivo y narrativo que incluye mapas dibujados por l@s niñ@s e imágenes fotografiadas, los textos ofrecen versiones inteligibles de la vida social local. Mediante la descripción del estos procesos de trabajo y de producción de los textos, desarrollo un análisis de las particularidades de la coautoría con estos niñ@s. Luego discuto aspectos relacionados con la capacidad de agenciamiento de l@s niñ@s en tanto intérpretes y autores y propongo modos innovadores y creativos de interactuar participativamente con l@s niñ@s, modos que también pueden impactar procesos educativos.<br><br>Abstract This article shows how two groups of children of a primary school in a town in southern suburbs of Buenos Aires, Argentina, were included as interlocutors, interviewers, observers and co-writers in my ethnographic fieldwork, during 2004 and 2005. We published two booklets with the children in cooperation. They contain versions of the "others" and of the authors about the town. Both of them brought together a polyphonic set of stories and comments, along with the opinions of adults, youths and children from various ages, origins, families and occupations. The booklets provide intelligible versions of local social life by using a descriptive and narrative style and include maps drawn by children and photographed images. I develop an analysis of the particularities of the coauthorship with these children through an account of these work [...]
There are epistemological, methodological, and textual dimensions of collaborative educational et... more There are epistemological, methodological, and textual dimensions of collaborative educational ethnography (CEE) in Latin America that have spread and consolidated over the last twenty-five years. The beginnings of CEE were marked by sociopolitical struggles (social resistance movements and repressive dictatorships) but also were enlightened by thinkers like Fals Borda and Freire, who foresaw social transformation through a theory/action/participation tie. The result was several educational ethnographic studies carried out by groups of researchers working in networks. To a large extent, they aimed to problematize contradictions between official school education and the sociocultural realities of teachers and students. This type of research also aimed to understand and intervene in social change processes, which encouraged the incorporation of teachers as researchers in ethnographic studies. Teachers’ participation in research processes opened debates about fieldwork, but more partic...
“Ethnography in education” or “educational ethnography” (EE) is a research field widely spread th... more “Ethnography in education” or “educational ethnography” (EE) is a research field widely spread throughout different academic communities all over the world. Anthropologists, sociologists, educators, psychologists, linguists, and many others utilize ethnographic approaches in studying educational issues. These studies consolidate a way of under- standing and problematizing educational processes. Contrary to other approaches of investigation, in Latin America educational ethnography can be described as: ● involving the comprehension of “global” according to the “local” and vice versa; ● including a wider range of tasks linking the researcher to places, social agents, and objects; ● being an educative investigation that uses participant observation, which is a controlled and systematic observation of everything that happens around the ethnographer who participates in one or more community activities; and ● undertaking fieldwork that produces an outcome defining a course of experience(Milstein 2009; Rockwell 2009) We organize our review according to lines of research that have emerged from different Latin American contexts. We have arranged our findings into four different topics that relate to important academic insights and frameworks influencing political agendas that acknowledge inequality and the need for cultural and educational democratization. Our discussion of these topics puts the reader in contact with the multiple ways of dealing with questions and issues from different contexts and conditions in Latin America.
El colectivo conformado por maestros y maestras, profesores y profesoras, directores y directoras... more El colectivo conformado por maestros y maestras, profesores y profesoras, directores y directoras, auxiliares, estudiantes y familiares de jardines de infantes, escuelas primarias, secundarias, normales (así y con orgullo las siguen nombrando sus profesores y estudiantes en los carteles), técnicas, de bachilleratos populares, de artes, de orquesta y coros infantiles, de artes y oficios, penitenciarias, especiales, de universidades e institutos universitarios, de institutos de formación docente, de cooperadoras escolares, de centros educativos municipales, barriales y de movimientos sociales, de gran cantidad de localidades de todas las provincias, mostraron una vez más, este 21 y 22 de marzo El malestar en la educación Algo más que un "conflicto docente"
This text aims to show how ethnographic research, when it includes the participation of children ... more This text aims to show how ethnographic research, when it includes the participation of children and youths, delve into and renew current debates on how to address, question and understand educational contexts. I view ethnography in collaboration with children and youths as part of a collaborative trend in Latin American educational ethnography and I focus on the actuality of the distinction between research about and with this sector of the population. Moreover, through the analysis of a situation taken from ethnographic work in conducted in collaboration with children, I point to opportunities opened by this shared way to do research to access more thorough and unexplored understandings that incorporate knowledge and theories overshadowed or unknown among experts and scholars. Resumen Este texto tiene la intención de mostrar cómo las investigaciones etnográficas, cuando incluyen la participación de niñas, niños y jóvenes, profundizan y renuevan debates existentes sobre cómo abordar, interrogar y comprender contextos educativos. Sitúo la etnografía en colaboración con niñas, niños y jóvenes como parte de una tendencia colaborativa de la etnografía educativa la- tinoamericana y me detengo en la actualidad de la distinción entre investigación sobre y con este sector poblacional. Además, a través del análisis de una situación tomada de una etnografía realizada en colaboración con niños y niñas, expongo oportunidades que abren esta forma com- partida de investigar para acceder a comprensiones más exhaustivas e inéditas que incorporan conocimientos y teorías opacadas o desconocidas entre las y los expertos y académicos.
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