participatory management]]> archaeological park]]> archaeological heritage]]> gestión participativa]]> parque arqueológico]]> patrimonio arqueológico]]> In this context, it was considered pertinent to promote a model of management and enhancement aimed at the comprehensive protection of cultural and natural heritage. Strategies are encouraged that make possible the expression of other subjectivities and the empowerment of subaltern sectors of society, by inquiring into ways of making visible alternative and/or complementary perspectives to the discourses authorized and legitimized by science and the State.
We hope to favor social action and the symbolic appropriation of the place as a way of contributing to the construction of territory, while recognizing the social dimension of the problem. The perspective adopted entails new and complex challenges in the administration and management of heritage, requiring the creation of social capital through community participation in the institution being promoted and involving the community in the field of power relations generated by access to, control over, and use of heritage.
Within this context, we present the general guidelines that orient the project under consideration and inquire into the causes that conspire against it.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> colonialism]]> language policies]]> hispanization]]> domination]]> coloniaje]]> políticas lingüísticas]]> hispanización]]> dominación]]> In the process of colonization, the metropolis imposed its language, religion, and culture. Along with the conquerors came members of religious orders, who were entrusted with the evangelization and Hispanicization of the Indigenous population. Unfortunately, this aspect of the colonial history of Northern Argentina had not been addressed by historians of language or education, nor by civil or ecclesiastical historians, until well into the eighteenth century.
We lack reliable documentation on the implementation of language policies during the early colonial period. In archival documents from the end of that century, we found provisions issued by the central power that forced Indigenous people and Spaniards to speak only “Castilian” and prohibited them from using American languages.
The analysis of these texts was framed within Louis-Jean Calvet’s conceptualization (1997: 44) of the types of management that arise in linguistic situations: one derived from the social practices of speakers, and the other corresponding to governmental intervention in those practices. This double functioning was verified by comparing colonial historians’ descriptions of the linguistic behaviors adopted by the inhabitants in response to royal mandates with the coercive discourse of the documents studied, in which the Spanish Crown turned language into an instrument of domination.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2013-12-12]]> application/pdf]]> text/html]]> institutional multiculturalism]]> imaginary]]> otherness]]> shared project]]> interculturalidad institucional]]> imaginario]]> otredad]]> proyecto compartido]]> This paper presents a study on negotiation and entry into educational institutions, where the Institutional Analysis course in the Educational Sciences degree program accompanies training processes in analysis and intervention. Within this framework, a complex web is interwoven and denaturalized by recovering experiences, lived experiences, and voices at this stage of fieldwork, which speak of what happens there, why it happens, and how it affects training.
Thus, from an institutional perspective understood as a critique aimed at symbolizing elaboration, this paper analyzes “negotiation and entry into educational institutions” within the training experience of the course. It reveals some of the unsaid and half-said elements in the space of interaction among institutions and interprets the construction of institutional interculturality as a field of training.
To this end, the study draws on document analysis, including institutional observation records, reports specifically related to the object of study, and interviews with the authorities of the institutions where fieldwork is carried out, as well as with the students enrolled in the course.
The study observes that entry into and negotiation with the field imply mutual recognition among institutions in order to initiate and sustain a shared training project. The reflexivity of fieldwork establishes situated training with academic, ethical, political, and institutional commitment from the perspective of intercultural pedagogy. Although this is a limited study, it denaturalizes the object, while the signification given by other actors remains pending in order to deepen its understanding and generate contributions to the framework of interinstitutional work.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2012-12-14]]> application/pdf]]> text/html]]> Conocimiento científico]]> Ciencia encubridora]]> Ciencia instrumental]]> Filosofía]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2016-06-10]]> application/pdf]]> text/html]]> discipline]]> education]]> noo-politics]]> ICTs]]> disciplina]]> educación]]> noo-políticas]]> TICs]]> To this end, it draws on concepts provided by studies on biopolitics. It considers the notions of “disciplinary societies” (Foucault) and the axes that shaped conduct in classical education, as well as “societies of control” (Deleuze). It also addresses the concept of “noo-politics”, developed by Mauricio Lazzarato, as political action exercised at a distance.
From this arises the hypothesis that ICTs transform the disciplinary spaces of the classroom and entail modulations that are more permeable to the logic of control. The study takes as its case the Tomás Alva Edison School, a pioneer in Argentina in the incorporation of computers at the secondary level. Secondary sources and fieldwork data produced by previous research are used.
Finally, the paper seeks to reflect on the ruptures in disciplinary spaces introduced through ICTs; alternative ways of conceiving space and time in the classroom; and the new modes of subjective production implied in the work of memory, attention, perception, and concentration.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> discourses]]> linguistic exchanges]]> symbolic violence]]> discursos]]> intercambios lingüísticos]]> violencia simbólica]]> The project entitled “Symbolic Violence in Communication, Identity Conflicts, and the Interruption of University Studies” aims to investigate how symbolic violence in linguistic and communicational processes may give rise to identity conflicts that, in turn, often become real obstacles to knowledge and learning. From a methodological perspective, the research is situated within qualitative studies, which make it possible to constantly articulate theory and empirical data in a dialectical relationship, with the aim of giving meaning to and understanding the topic under investigation.
In this paper, we propose to reflect on one of the hypotheses concerning the factors that generate the interruption of studies at the university level. Among our initial assumptions, we have selected for this work the one related to differences in cultural capital made evident in linguistic exchanges between teachers and first-year students. These exchanges often express features of symbolic violence insofar as they are structured by the academic linguistic habitus.
The importance of language lies in the fact that it is through language that we represent action and experience as the product of how we interpret that experience. From a school perspective, a discourse may be defined as “a system of regulated positions” that establishes differences among the fields and theories of education. The struggle over how to name and transform experience is regarded by McLaren as one of the crucial problems in critical pedagogy and in the struggle for social change.
For this reason, we consider that the topic—the inquiry into linguistic and discursive aspects and into exchanges between teachers and students—deserves to be investigated, insofar as it will produce knowledge about the student reality of incoming students.]]> Desde la perspectiva escolar, un discurso puede ser definido “como un sistema de posiciones reguladas” que establecen diferencias entre los campos y las teorías de la educación. La lucha de cómo nombrar y transformar la experiencia es estimada por McLaren como uno de los problemas cruciales en la pedagogía crítica y en la lucha por el cambio social. Por ello, estimamos que el tema, indagar sobre los aspectos lingüísticos, discursivos y de intercambios entre docentes y alumnos merece ser investigado en tanto producirá conocimiento acerca de la realidad estudiantil de alumnos ingresantes.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> Aguada]]> rock art]]> conflict]]> symbolic dimension]]> landscape]]> Aguada]]> arte rupestre]]> conflicto]]> dimensión simbólica]]> paisaje]]> La Tunita is distinguished by an important set of rock art expressions that make the Aguada worldview visible along a transit route that connects the Sierra de Ancasti with western Catamarca. This place would have played an important role by significantly influencing the symbolic-ideological plane, making it possible to order the natural environment and transform it into a social space of great significance in the macro-regional context.
Despite the predominance of the Aguada imprint, the evidence suggests that other social groups, in their historical development, may have operated according to a similar logic. We assume that some images at La Tunita are related to the conflicts and social tensions that seem to have occurred in Aguada times.
Thus, we propose that images and certain rituals became important allies in the exercise of control and power, both within society and in the reaffirmation of that society before other groups, at moments when social interaction across a broad territory must have required the adoption of practices aimed at reinforcing ideological aspects in particular places.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> lithic technology]]> domestic scale]]> social landscape]]> raw materials]]> tecnología lítica]]> escala doméstica]]> paisaje social]]> materias primas]]> On the basis of this occupation, our specific objective is to characterize, through the lithic technology recovered from excavations in one of these residential units, the social practices in which these materials participated. In order to contribute to knowledge of the domestic scale through lithic materials, we address specific aspects of everyday technology, such as the selection of raw materials for tool manufacture, the technological characteristics of these assemblages, and the possible practices in which they may have participated.]]> Conocida esta ocupación, nuestro objetivo específico es caracterizar, a través de la tecnología lítica recuperada de las excavaciones de una de estas unidades habitacionales, las prácticas sociales en las cuales participaron estos materiales. Con el fin de aportar al conocimiento de la escala doméstica, a partir de los materiales líticos, abordamos aspectos puntuales de la tecnología cotidiana, como la selección de materias primas para la manufactura de instrumentos, las características tecnológicas de estos conjuntos y las posibles prácticas en las que habrían participado.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> peasantry]]> rural development]]> economy]]> rationality]]> campesinado]]> desarrollo rural]]> economía]]> racionalidad]]> Given the importance of contributing to a better understanding of the parameters used by peasant producers to make productive decisions and interact with market agents, this paper presents the results of research that, among its objectives, sought to describe and contribute to the understanding of the reasons behind peasants’ productive choices and the theories through which they explain the functioning of markets.
To this end, exploratory-descriptive research was conducted in the locality of Misión Tacaaglé, province of Formosa, Argentina. As the central strategy for collecting information, 82 semi-structured interviews were conducted: 71 with peasants and 11 with rural extension workers, municipal officials, and other actors. These interviews were analyzed following Grounded Theory.
The main results show a tendency among peasants to make productive decisions that limit climatic and market risks. Nevertheless, when expected benefits are high, they are willing to assume greater risks. Another aspect of interest refers to the perception that every productive activity is necessarily profitable and that, when this is not the case, it is because some actor in the chain has obtained an excessive or illegitimate benefit.
This is also related to a strategy that seeks to allocate resources to production when they are available, without an economic assessment of potential benefits. It is concluded that understanding the logic underlying peasants’ economic-productive choices is fundamental for generating appropriate rural development strategies.]]> Los principales resultados muestran una tendencia de los campesinos a tomar decisiones productivas que limiten los riesgos climáticos y de mercado. No obstante, cuando los beneficios esperados son elevados, están dispuestos a asumir mayores riesgos. Otro aspecto de interés refiere a la percepción de que toda actividad productiva es necesariamente rentable, y que cuando no es así se debe a que algún actor de la cadena ha obtenido un beneficio excesivo o ilegítimo. Esto también se relaciona con una estrategia que busca aplicar recursos a la producción cuando estos están disponibles, sin una evaluación económica de los beneficios potenciales. Se concluye que es fundamental comprender la lógica que subyace a las opciones económico-productivas de los campesinos con el fin de generar estrategias de desarrollo rural acordes.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> interbirth interval]]> parental investment]]> sex ratio]]> Wichí]]> intervalo intergenésico]]> inversión parental]]> proporción sexual]]> Wichí]]> Birth intervals among Wichí mothers are investigated in order to estimate the time required by maternal effort for each offspring and to determine whether there are sex differences in the temporal regulation of births. Mothers spaced their births at mean intervals of 38.05 months. In 60.8% of cases, intervals were shorter than 36 months. The secondary sex ratio was biased toward females. However, intervals following the birth of a male child were significantly longer than those following the birth of a female child. No sex effect was detected for interval closure.
The Wichí reproductive strategy is directed toward ensuring greater maternal investment in male children, either because mothers consciously seek the survival of the scarcer sex, which precisely for that reason increases its reproductive value, or because the birth interval is biologically adjusted and mothers take longer to recover some level of physiological condition necessary for a subsequent pregnancy. These mechanisms are not mutually exclusive, and both may be operating at the same time.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> adolescence]]> traditional tale]]> existentialist philosophy]]> values]]> adolescencia]]> cuento tradicional]]> filosofía existencialista]]> valores]]> We propose the reading, reflection, and analysis of a traditional tale with adolescents and children in order for them to consider several issues: that the concept of woman varies historically; that values change according to space and time; that traditional tales have much to tell us about what we are and what we think; and, finally, that from the point of view of existentialist philosophy, the mass media have turned woman into an object, into a thing to be consumed, thereby depersonalizing her.
We believe that, through a literary piece, teachers and students will be able to delight in the beauty of a traditional tale and, at the same time, acquire knowledge of the cultural heritage that is transmitted and endures through authors who use what is valuable in human society as the substance of their art.
We will briefly explain the theoretical assumptions concerning children’s tales and recover the existentialist proposal of Buber and Jaspers, issues that are relevant to the analysis of “Pulgarcita” (“Thumbelina”). Finally, we will argue in favor of reading this text in order to reflect on the values conveyed by this fantastic story about woman and her relationship with others, contrasting it with the image of woman today.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> critical approaches]]> Jujuy literature]]> new aesthetics]]> 21st century]]> corrientes críticas]]> literatura jujeña]]> nuevas estéticas]]> siglo XXI]]> The context of the new century confronts aesthetic diversity, scriptural provocation, and the deconstruction of the “parochial” tradition with those artistic devices that the academy had consecrated as legitimate. It thus accounts for multiple poetics: from the printed format, where texture, image, and layout impose themselves upon the reign of writing through the proliferation of alternative editions, to the silhouettes of the digital environment, which establish a kind of virtual labyrinth.
The newest literary generation in Jujuy—those writers born after the dictatorship—designs an irregular, varied, and transitory literary stratum that demands, above all because of its generational difference, other logics of thought, new routes of access to information, innovative circuits of reading, and “rare” artistic filiations as fictional nutrients of the new century.
Different categories of Latin American and Argentine thought since the 1990s will serve as theoretical scaffolding for a discussion of the so-called post-theories, which insist on the persistence of heterogeneity interwoven around three nodal axes: discourse, subject, and representation. These debates appeal to the crisis of identity, the explosion of marginality, the vulnerability of representation, the rupture of discursive unity, the empire of everyday realism, and an art without metaphors. These disruptive marks will allow us to understand literary making from local subjectivities, in pursuit of a relocalization of the national literary system.
The research process therefore seeks to address recent generations of writers who draw a new map in Jujuy literature from diverse currents of national and Latin American criticism, with the purpose of offering contributions on new trends in regional literature and contributing to the interpretive lines of Argentine literature.]]> El contexto del nuevo siglo confronta la diversidad estética, la provocación escrituraria y la deconstrucción de la tradición “parroquial” con aquellos dispositivos artísticos que la academia consagraba como legítimos, dando cuenta de múltiples poéticas, desde el formato papel en donde textura, imagen y diagramación se imponen al reinado de la escritura mediante la proliferación de ediciones alternativas, hasta las siluetas del entorno digital que instalan una suerte de laberinto virtual.
La novísima generación literaria en Jujuy -aquellos escritores nacidos a partir de la dictadura- diseña una irregular, variada y transitoria napa literaria que exige -sobre todo por su diferencia etaria- otras lógicas de pensamiento, nuevas rutas de acceso a la información, innovadores circuitos de lectura y ‘raras’ filiaciones artísticas como nutrientes ficcionales de la nueva centuria.
Distintas categorías del pensamiento latinoamericano y argentino a partir de los ’90, serán los andamios teóricos de discusión sobre las llamadas teorías post, que insisten en la pervivencia de la heterogeneidad imbricada en tres ejes nodales: discurso, sujeto y representación, cuyos debates apelan a la crisis identitaria, la explosión de la marginalidad, la vulnerabilidad de la representación, el quiebre de la unidad discursiva, el imperio del realismo cotidiano y un arte sin metáforas. Dichas marcas disruptivas nos permitirán comprender la hechura literaria desde las subjetividades locales, en pos de una relocalización del sistema literario nacional.
El proceso de investigación procura entonces abordar las generaciones recientes de escritores que dibujan un nuevo mapa en la literatura de Jujuy desde diversas corrientes de la crítica nacional o latinoamericana, con el propósito de ofrecer aportes sobre las nuevas tendencias de la literatura regional y contribuir a las líneas interpretativas de la literatura argentina.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> Joselín Cerda Rodríguez]]> the dead]]> narrative]]> the living]]> Joselín Cerda Rodríguez]]> muertos]]> narrativa]]> vivos]]> The articulation of the texts with their historical, geographical, social, cultural, and symbolic context is one of the perspectives chosen for the analysis. The other perspective is thematic and centers on the study of death. The article is based on the hypothesis that, in the narrated world, there are no distinctions among the living, the dead, and benign or malignant spirits; these forms of alterity enter and leave the represented everyday world and interact with the characters recreated in the texts.
The core of meaning derived from the texts is grounded in this contiguity between life and death. The question, then, is to ask what this particularity is due to, or to what element or elements it may be attributed. The interpretive reading is based on the following texts: “La viuda”, “La salamanca”, and “Don Pánfilo y la Luz Mala”, from Tinogasta en la leyenda (1996); “El rostro de la muerte”, from Cuentos de la realidad y la ficción (2001); and “El velorio”, from Estampas del pasado (2002).
The article concludes that the mythical-symbolic background characteristic of Northwestern Argentina and the Andean macro-region gives rise to a spiritual culture, a way of manifesting itself in everyday life and, therefore, of projecting itself into art.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> criticism]]> fiction]]> history]]> humor]]> campus novel]]> crítica]]> ficción]]> historia]]> humor]]> novela académica]]> In this context, populated by such characters, stories develop and intertwine, without sparing favorable or unfavorable, sarcastic, and ironic comments on academic life itself—its obligations and demands, setbacks, achievements, and frustrations experienced on a daily basis—and on those who construct it through their everyday work: men and women who have chosen, at best, to belong to this sphere of constant intellectual challenges.
In this paper, we will analyze and relate Changing Places: A Tale of Two Campuses (1975) and The Art of Fiction (1998), by the English writer David Lodge. Through discourse analysis, this will allow us to perceive an interesting and fluid dialogue among fiction, literary theory, history, and the evolution of Anglo-Saxon literature, within a critique of academia and the university.]]> En este trabajo analizaremos y relacionaremos Intercambios. Historias de dos universidades (1975) y El arte de la ficción (1998), de David Lodge, escritor inglés, lo que nos permitirá, mediante el análisis del discurso, percibir un interesante y fluido diálogo entre la ficción, la teoría literaria, la historia, la evolución de la literatura anglosajona, en una crítica a la academia, a la universidad.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]> Argentinidad]]> cosmopolitanism]]> exoticism]]> education]]> history]]> Indianism]]> immigration]]> identity]]> multiethnic]]> nation]]> nationalism]]> racism]]> Argentinidad]]> cosmopolitismo]]> exotismo]]> educación]]> historia]]> indianismo]]> inmigración]]> identidad]]> multiétnico]]> nación]]> nacionalismo]]> racismo]]> Rojas creates a historical-cultural concept of the nation in which previously brutalized identity-bearing subjects—the Indigenous person, the criollo, and the Spaniard—come to form part of a pluricultural and multiethnic concept of nationality, represented by the spirit of Indianism. The author argues for the need to disseminate these ideas in order to lead Argentina out of the “identity disorientation” in which it found itself, as a result of the expansion of “cosmopolitan” and “exoticist” ideologies.
Rojas plays a fundamental role within the State as a planner of nationalist educational policies and also as the creator of their study materials. For this reason, Rojas must be understood as a hegemonic intellectual of great weight in the design of state policies aimed at shaping and “nationalizing” Argentina’s multicultural population at the beginning of the twentieth century.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2014-06-20]]> application/pdf]]> text/html]]>