by Rafael Baraybar
is clear that the implementation of Act 1420, was a key tool in implementing the national plan which envisioned and defined the dominant groups generation of 80.
The social sciences at the service of the romantic ideal, promoted the idea of \u200b\u200bbelonging to our nation through texts, monuments and anniversaries of which were nurtured and appropriately teachers graduated from the few colleges had in the late nineteenth and early twentieth century and quickly spread all over the country gained after the Rock campaign.
School How much input in the ongoing construction of national and popular field that returns to try to be inclusive, this time from behind by the neoliberal policies of the 90, which in turn were the culmination of other processes of exclusion that covered almost the entire second half of the twentieth century?
Through a case generated in the classroom trying to think about this
Although in reality the issue has come to a dangerous background into consideration public opinion, the property of land occupied by "herdsmen" in the west of the province is far from settled.
instituting school as an institution and the teaching of social sciences in a context of globalization but also of new theoretical concepts, has been in our province a tool used to produce critical and meaningful learning?
The occupation of land by the stallholders is precarious existence in terms of titles. Are public lands, occupied by generations fact, in cases with a demonstrable enjoyment of eighty, a hundred years and more.
From a capitalist logic, these public lands could be purchased by investors (and in fact they are being) tempted to invest in the oil industry, strongly promoted in recent years by the operation of Medanitos area centered in Colonia 25 de Mayo, The stallholders in some cases, are evicted from their properties, often by government action, sometimes by the action of the "new owners" .
From the perspective teachers have some questions, which are in turn triggers other:
How to cope at school, in a global city where students "naturalize" the leading role of Capital, the capitalist logic mentioned above and the customary law of the stallholders?
Is the school as an organization representing the state in terms of criticality to education to be taught in this regard?
Are the Social Sciences in itself a sufficient tool if you decide to tackle this business?
From new geographies
Unlike the old notions of positivist geography today considers the interaction of elements of the economy, culture and politics in the construction of landscapes . The flow of people, technology and capital is a feature that runs through this combination. Result, are in real-time integrated territories to the world, pockets of poverty and marginalization. Bipolarity between integration and fragmentation. Raquel Guverich, plans to appeal to the rationalization of integrating location scales local, regional, national, global and the global, to understand these complex coexistence. Along with the new proposals of the social sciences, S. Sassen, talk of privatization of national executives and legislatures domestication.
If traditionally looked provincial power port, making a painful fall to oblivion territories and populations that did not come to quench the thirst of an agro-export model definitely not exceeded, this vocation to belong to the hegemonic European modernity (A. Kauffman), no change when the current privatization process, the areas of oil production, not move but the economy complement traditional raw materials supplier. And this privatization process, provides resources to multinationals and life conditions of the inhabitants.
History and Memory
If those in power proposes oblivion, redemption came in the sectors linked to the letters, music or journalism. But the school is the state and taking us back in time, we find in the words of Harriet Schmit, in commemoration of the fiftieth anniversary of the founding of Santa Rosa, those words where silence justified some of his speech because he had "a lot of resentment that they were not yet silenced. " The teacher asked for a blanket of forgetfulness in defense of the model that faced the progress against barbarism. We are not convinced that seventy years later, has done much to change that perspective in the provincial school. Study tours west province, through the most "Western" to its geography, schools, homes, oasis irrigated urban centers, but the little guys recorded the lifestyle of the inhabitants of the area. And another trip, to conduct Luis de la Cruz in 1806, is a notable absentee in the social science literature of our school.
As a sign of the times and to not lie to Alain Touraine, are the new social movements, which alleviate the deficiencies proposed by the State: The Foundation Chadileuvú, covered with two seminars, high call for teachers deficiencies proposed by the State in the knowledge of western provincial and even more, the basin of the Salado-Chadileuvú Desaguadero from its source to its mouth on the Colorado, the Maluta, sounds the Puesteros en reclamo de una propiedad de la tierra a la que tienen derecho, pero que se les niega con argumentos administrativos, pero de transfondo político y económico.
Y, si acordamos con H. Sumcler en que “la vida de los hombre se edifica sobre algunos silencios […] La política se funda sobre acuerdos más o menos amplios sobre qué olvidar”, son los movimientos por los Derechos Humanos quienes se encargaron en nuestra provincia de mantener develado lo acontecido durante el proceso. Sin embargo en esa reconstrucción que lleva a la identificación de represores, víctimas, búsqueda de hijos de desaparecidos y en general, no aceptación de que el olvido avance, If any debt remains: we found the answers to "why and how the horror happened, but the words of Tulio Halperin Donghi, we should not let that hide the search for why it happened. Then, the study of recent history, as occurred in the pampa society (though not in the School), did not put a critical eye on the question of power vernacular. Otherwise, it would be more explicitly linked to those events of horror and construction processes of our landscape, the continued presence of many local political actors themselves with national scope, before, during and after the long night of horror in our province perhaps a free sample of Leopard.
In conclusion
social science teachers, found in materials that are generated from academia local, national, or produced by the Ministry of Education Canal of the Nation or Meet and INCAA areas related to, good material in quantity and quality to work in the construction of knowledge with a critical, yet parallel to this shift, I think there is a manifest lack of support orphans and from the local, both in providing training work as a curriculum to accompany this effort that stubbornly keep from individual initiative and fortunate but occasional attempts from some addresses of schools.
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