Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal
- Autores
- Southwell, Myriam Monica
- Año de publicación
- 2020
- Idioma
- inglés
- Tipo de recurso
- artículo
- Estado
- versión publicada
- Descripción
- Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.
Fil: Southwell, Myriam Monica. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina - Materia
-
AGRICULTURAL FAMILY SCHOOLS
PARTICULARISM
PEDAGOGY OF ALTERNATION
UNIVERSALISM - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
- Repositorio
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/140018
Ver los metadatos del registro completo
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Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universalSouthwell, Myriam MonicaAGRICULTURAL FAMILY SCHOOLSPARTICULARISMPEDAGOGY OF ALTERNATIONUNIVERSALISMhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.Fil: Southwell, Myriam Monica. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; ArgentinaFahrenHouse2020-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/140018Southwell, Myriam Monica; Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal; FahrenHouse; Espacio, Tiempo y Educación; 7; 1; 1-2020; 147-1612340-72631698-7802CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/298info:eu-repo/semantics/altIdentifier/doi/10.14516/ete.298info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:40:05Zoai:ri.conicet.gov.ar:11336/140018instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:40:05.956CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse |
dc.title.none.fl_str_mv |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
title |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
spellingShingle |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal Southwell, Myriam Monica AGRICULTURAL FAMILY SCHOOLS PARTICULARISM PEDAGOGY OF ALTERNATION UNIVERSALISM |
title_short |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
title_full |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
title_fullStr |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
title_full_unstemmed |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
title_sort |
Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal |
dc.creator.none.fl_str_mv |
Southwell, Myriam Monica |
author |
Southwell, Myriam Monica |
author_facet |
Southwell, Myriam Monica |
author_role |
author |
dc.subject.none.fl_str_mv |
AGRICULTURAL FAMILY SCHOOLS PARTICULARISM PEDAGOGY OF ALTERNATION UNIVERSALISM |
topic |
AGRICULTURAL FAMILY SCHOOLS PARTICULARISM PEDAGOGY OF ALTERNATION UNIVERSALISM |
purl_subject.fl_str_mv |
https://purl.org/becyt/ford/5.3 https://purl.org/becyt/ford/5 |
dc.description.none.fl_txt_mv |
Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today. Fil: Southwell, Myriam Monica. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentina |
description |
Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 info:ar-repo/semantics/articulo |
format |
article |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11336/140018 Southwell, Myriam Monica; Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal; FahrenHouse; Espacio, Tiempo y Educación; 7; 1; 1-2020; 147-161 2340-7263 1698-7802 CONICET Digital CONICET |
url |
http://hdl.handle.net/11336/140018 |
identifier_str_mv |
Southwell, Myriam Monica; Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal; FahrenHouse; Espacio, Tiempo y Educación; 7; 1; 1-2020; 147-161 2340-7263 1698-7802 CONICET Digital CONICET |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
info:eu-repo/semantics/altIdentifier/url/https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/298 info:eu-repo/semantics/altIdentifier/doi/10.14516/ete.298 |
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info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-nd/2.5/ar/ |
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FahrenHouse |
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FahrenHouse |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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