Estado, sociedad y educación en la Argentina de fin de siglo: proceso y desafíos. Responsibility: Daniel Filmus. Edition: 1a. ed. Imprint: Buenos Aires: Troquel. Estado Sociedad y Educacion En La Argentina (Troquel Educacion) (Spanish Edition) [Daniel Filmus] on *FREE* shipping on qualifying offers. Estado Sociedad y Educacion En La Argentina (Troquel Educacion) by Daniel Filmus at – ISBN – ISBN

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Teorias Sociopolíticas de la Educación by Euge Santiago on Prezi

Log In Sign Up. The search for edcuacion came together with the need for new graduates for a market-oriented country, and the efficient use of the educational budget.

Defenders of h Welfare State, convinced that private initiatives could be dangerous in widening up the gap between the rich and the poor, thought that education had esyado be controlled by the state. Those who were politically or economically excluded from the elite could only receive 11 education tainted by certain ideas which supported the power of the elite. Besides, another interesting point is that far from neglecting funding and consulting, the Federal State h still the principal financial agent through subsidies, fellowships, and compensatory policies.

In the case of Federal Education Law, politicians wanted to change and modernize education but, as it became apparent in Congress they did not see eye to eye on the changes they wanted to make. The ultimate end of systems and subsystems was equilibrium. Rather than discussing evaluation policies, governance of universities or tuition fees, a country must imagine how an education program can launch a progressive developmental policy. As a consequence, education is never impartial.


For Parsons, education was part of a social system which gave legitimacy to the values of society. They did not consider whether Argentina should be an open danisl or a country which subsided both light and strategic industries.


Finally, counterbalancing the political influence of University of Buenos Aires was the other ulterior motive of the transformation of higher education. Education, then, was defined as a tool of politics and revolutionary action.

For Aristotle, Politics was a practical science belonging to Philosophy.

Thus, it is incapable of competing with developed countries and the new economies in Southeast Asia that have invested for years in highly sophisticated fields such as engineering, electronic, telecommunication and biogenetics.

But the whole system was chaotic. For example, the president established specific rules for the creation of private universities which accelerated the foundation of many of them. Some years later, the reform of the Federal educational system brought about a debate about the role of the state. The new norms, conversely, sought a dual model in which people with average and high incomes would be able to have high educational standards whereas, the rest of the 17 population would not get adequate training for the work market.

He adapted education for the sake of the poor. However the real purpose of changing the system was not clearly designed. Congressmen from the opposition held contradictory views on the role of the state. The tool to be used to achieve these purposes was evaluation 33 Tuition fees provoked another heated discussion.

They also stimulated the creation of new alternatives. Menem, from Fstado Party, assumed power in during a social and economic crisis produced by hyperinflation and financial chaos.

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New economy- oriented research work would create and increase in positions in this field and would therefore solve the problem of unemployment. There have already been very important works on new educational regulations.

Its members would be elected by the President, the Congress and some other academic institutions.

The radicals defended the autonomy of university. Families and social groups should participate in education. During the debate of the law, a point was raised: Students, their families, the media had a significant and decisive a role as public organizations. The new perspective was based on the fact that the state did not play the leading role in educational politics. The debate on University Education.


The state was wrong to subordinate the educational policy to fiscal needs. The discussion in Congress revolved around three main topics: Neither state universities nor private complied with the specifications of international organizations.

Consequently, many universities founded by the Church and social groups were established all over the country. In other words, the state has prevailed over social groups, in spite of the powerful influence they might exert but the state has sadly limited itself to solving minor issues danile of finding long-term solutions. Help us improve our Author Pages by updating your bibliography and submitting a new or current image and biography. It worked as a filter of those ideas and thoughts which could be disrupting.

Consequently, it encouraged the development of private institutions and made university accessible to a minority in accordance with the World Bank efficiency policies.

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Therefore, the law encouraged different educational project in both private and state schools. A report ewtado the World Bank highlighted these problems. In short, this goes to prove that micro-sociological studies and field research are needed to evaluate the consequences of public policies in education. The opposition considered that the autonomy university enjoyed since would be reduced by the education bill.

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