The aim of this article is introducing the magazine Aprendizaje (learning), issued by the Ministry of Education of Argentina for the schools ruled by the National Commission for Learning and Professional Orientation which peronism had created in 1944. Based on a glotopolitical approach (Arnoux 2008, di Stefano 2013), the article explores how that free non compulsory reading magazine contributed in the conformation of the young workers reading community (under age workers in secondary technical schools) promoting readings that represent them as a collective that deserves public praise which implies at the same time praise of the peronist State. First, institucionality, genericity and the wide genre range in Aprendizaje are described; secondly, three genres of regular issue about doing things are focused: instructions to make an object, school presenting articles and industrial production explicative articles. Discourse analysis (Arnoux, 2006) guides the study of the texts, which combine words and images diversely in a genre series that shifts from instructional discourse to description and narration. In this shift individual production is clearly distinguished from collective one and the perception of past inexistence and present and future positive existence of the workers collective is unfolded. At the same time an official ethics for the good apprentice (the future worker) is prescribed: a good apprentice works diligently, reads in his spare time and finds public recognition in that reading.

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La revista ministerial aprendizaje (argentina, 1952): la intervención oficial en la representación del obrero menor de edad y su lectura de tiempo libre the ministerial magazine aprendizaje (argentina, 1952): official intervention in under age workers representation and their spare time reading

La estructura académica del sistema educativo transformada: la organización de la educación técnica. Período 1955-1967

The aim of this paper is to analyze the modifications in the role of education supervisors in the frame of the national and district reform policies, taking the province of Buenos Aires as a case of analysis, since it is the biggest district in Argentina in terms of territory, demographics and education. In the period chosen, the provincial government has made changes in the academic structure, and in the administration of the education, in order to adapt to the successive cycles of reform passed by the National Congress. As the province made changes on the academic structure, which included reforming institutions, subjects, curriculum designs, specializations, among other issues; it also modified the structure of supervision, which is a link between the central level and the educational institutions. Our purpose is to describe these changes and their impact on the shaping of the teaching supervisors’ job, based on the analysis of documentaries and official regulation sources.

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Marina Mariani

Papers

La estructura académica del sistema educativo transformada: la organización de la educación técnica. Período 1955-1967

El trabajo del inspector en el marco de políticas de reforma. El caso de la provincia de Buenos Aires, Argentina, entre 2003 y 2015