Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Throughout its history, the Public University has been the object of dispute between sectors that claim greater social recognition as the driving force behind a fairer and more inclusive society and others that delegitimize it because they believe it should link its organization and functioning to the logic of the market. Within this framework, we propose to reflect on the strengths and challenges of a proposal for territorial research, in connection with research and extension, in a first-year course of the Degree in Social Work of the FCS-University of Córdoba. The links between territory and training practices in Social Work are constitutive of the teaching and learning process during the career, with particular relevance during the first year. It is there that this first encounter with the culture of the university field and discipline, with colleagues, teachers and with the institution, takes place. But it is also the first encounter with training practices in a territory that demands a particular way of appropriating its codes, logics, languages and processes of building knowledge in the social sphere. It is in the territory where it is possible to weave a network of trajectories and knowledge between the teaching team, students and neighbors, configuring interconnected and interdependent nodes between training, extension and research.

Reflecting on the pedagogical strategy developed in the area of ​​academic practice constitutes a challenge to the teaching activity that is carried out on a daily basis in classrooms. Based on the conceptualization of Tobin (2008), academic practice is considered as an instance of approach that each student has with the professional space within the academic field, which enables them to establish mediation relationships between theoretical knowledge (those that already have and those that are in the process of construction) and the reality (made up of facts, relationships, meanings and meanings, etc.) of social and / or professional practices. At the same time, it constitutes a space to recognize the links between the specific practice of the profession and the broader context of social relations in which work processes are defined in society. In these sense, this article will expose some considerations of the pedagogical strategy in the teaching-learning process of second-year students in the academic practice of the subject Theories, Spaces and Intervention Strategies IB, which particularizes the field of group, will be exposed and analyzed. of the Degree in Social Work of the Faculty of Social Sciences of the National University of Córdoba (FCS UNC). Finally, we will outline some reflections built on the teaching career based on the experience in the classrooms, in the field of academic practice.

This article indicates the practical theoretical relevance of the category of intersectionality, in the process of reality reading and inequality analysis, it is recognized as a tool that contributes to the construction of critical posture and intervention in the face of social problems that addresses Social Work. It is the result of the reflection and questions about my participation as a teacher attached to the supervision of level I of practices of the Social Work career, carried out during 2018 in the faculty of political and social sciences of the Universidad Nacional de Cuyo. For this, the theoretical category of intersectionality is located, the characteristics of the social actors and the institutions involved in the practices are explained, pointing out the challenges that adjustment policies have imposed in recent years in Mendoza. With an emphasis on the social framework marked by the deepening of neoliberalism and conservatism in the Region, which allow us to recognize some markers of domination and social organization (social class, racism, gender, gender) that operate simultaneously on people and populations to maintain inequalities, which together allows us to reflect on the contributions of intersectionality to Social Work.

We set out to make this article because of the need to capture the theoretical routes and paths across rural life, historize and relate the approaches that we, as professionals build with the Peasant Movement. We know that we got transformed after the experience of visiting ancestral communities, taking part in moments of political formation and discussing about the kind of university that we, as socio-territorial movements imagine. After allowing our sensitivities to go through these experiences we, finally, found shelter in the decolonial paradigms. Embodying the collective struggles of the communities, we were able to witness the outcoming of the peasant popular feminism. We left to a side the theoretical narratives and categories that contain and express the historical demands of the sector and its role on the regional economy. We are in the urge of understanding our role as a professional collective in rural life and exchange approaches. The writing is organized into three sections with a dialectic look between macro and micro. In the first part we have described the social agrarian situation with its complexity and from a historical perspective. We then went on to addressing the state and public politics. We finally have discussed about university and social work.

The purpose of this article is to share contributions and reflections on the accompaniment of the nested students through more than ten years of exercising this function in a training center For the organizational purposes of reading the article, an introduction is found in the first instance, recovering central and framing definitions of academic practices. Then progress is made on the inclusion in institutional spaces of the students with observations and suggestions in this regard, and then continues identifying knowledge and experiences put into play in accompaniment as an institutional benchmark, which gives rise to continuing the relationship theory and practice, and finally the final thoughts. The axis that runs through what is presented is in relation to the field of professional intervention of Social Work, linked to paths, dilemmas and challenges as possible triggers of questions and learning for students.

The classroom discourse universe is flooded by a set of ways of seeing and thinking produced outside it that compete, dialogue and stress the knowledge of vocational training. In this particular context, neoliberalism is playing a significant role by deploying a novel discursive strategy vis-à-vis others affected. Specifically, the view he proposes on the role of the State and intervention under the premises of the individual and the emotional becomes a challenge to Social Work training, and whose output, it is proposed, is to resume the analytical tradition of the social issue.

In late 2019, the government headed by Alberto Fernandez and Cristina Fernandez de Kirchner created the Ministry of Women, Gender and Diversity, giving ministerial status to policies aimed at addressing the many demands that the feminist and LGBTIQ+ movement has historically held in Argentina. The consolidation of the demands of the different strands of the Feminist Movement in the public arena is due to its massification into two fundamental social milestones: firstly, the Ni una menos - which emerged in 2015 to demand responses to violence against women and the LGBTIQ+ community and its most serious and visible consequence, femicide and transvesticide - and the March 8 women's strike, which was consolidated as a global demand for responses to the multiple domestic and care tasks assigned to women in the name of love. Secondly, during the years 2018 and 2019, as a result of a long struggle undertaken by the National Campaign for the Legalization of Safe and Free Abortion, the great Green Tide movement was expanded and consolidated, allowing the visibility of a debate historically postponed by society as a whole: the free decision on women's bodies and the bodies with the capacity to gestate. With what has been said, we want to emphasize that it is the feminist movement that has put the demands of women and the LGBTIQ+ community on the agenda, challenging the State and society as a whole.  The youth had a vital responsibility in this process, by generating support and mass support in the instances of extended interpellation. Songs, handkerchiefs, poetry, art and interventions of all kinds were part of the stage built as a pedagogy for the movement and for society in general. Within the framework of these great events, shortly after the creation of the Faculty of Social Sciences of the National University of Córdoba, the need to have a magazine linked to our professional work and to the political sense that governs the orientation of our institution: to think, learn and act in context was noted. This premise has been our guiding light to incorporate debates and generate new inclusive frameworks within the current hetero-patriarchal academic system of scientific publications. This is how journalist Marisa Kohan defines it, who, averaging the first semester of the current year -when the pandemic was declared- warned about the collapse of women and LGTBQ+ community publications. The journalist consulted editors of specialized magazines who said that not only are they the least cited in the media, but also they are forced to face their work, making it compatible with another triple responsibility, hardly shared: care, teaching and housework. Likewise, there have been from zero to few modifications in the scientific systems linked to research during the pandemic, since the reality of many of its researchers has not been contemplated, which adds to the situation of pre-existing inequity. In this way, we discuss that accompanying the feminist movement from our places of insertion implies rethinking our own practices. We thus initiated a rich debate regarding inclusive language, being one of the pioneers in incorporating it into the guidelines for authors. At first sight it seems a simple technicality but this transformation of language and its formalization in spaces of scientific popularization produces the effect that certain intentional absences emerge taking on a voice and a body of their own. As a result of these reflections, we present this issue that contains a variety of articles that address the different intersections that those of us who face our daily experience with those emerging from a heteropatriarchal macho system that is built on the basis of inequities and inequalities have. These inequalities are based on the privileges of sexual caste that heterosexuality and machismo constructed as the basis of the stereotyped binomial of man and woman, depreciating under the feminine sign everything that falls outside the hetero(cis)norma, as Kate Millet pointed out. Under this understanding, we undertook the task of cooperating to show some of the effects produced by this social configuration, contributing to its visibility and problematization, but now in a feminist key. This is how the call for issue number 7 of our magazine, entitled "Emancipatory processes: Genders, dissidences, feminisms", emerged, with the hope of cooperating with the production of those transformations capable of undermining gender inequalities. The launch of this issue finds us facing an unprecedented situation of global pandemic product of COVID-19, which prepared us to the isolation and social distancing to prevent the transmission of the virus. These measures have shown, once again, that gender violence continues to be part of a central problem that, in the face of social, preventive and obligatory isolation and alienation, intensifies its effects on all those bodies read as feminine by the heterosexist system of our society. Thus, we see every day how new feminicides are produced in different cities of Argentina, added to the worsening of the processes of feminization of poverty, causing alarming levels of obstacles to access to basic goods such as food, food and/or health. The horizon is not promising and the effort to include is insufficient. We have to go to the bone of this system to question it and transform it. From our humble place, we intend to contribute to the necessary ruptures so that the articles that we present - and that are generously proposed to us by the different authors -, are part of the transformations that our society needs.  

Cuando pensamos este número especial, una de las apuestas fue visibilizar, allí donde los territorios se vuelven aulas, la tarea de las/os Trabajadoras/es Sociales que en ejercicio de la profesión asumen la tarea de Referentes de Terreno (la Licenciatura de Trabajo Social de la UNC reconoce y certifica esta tarea a través de la Resolución HCAETS 159/2014). La inserción de estudiantes en procesos y espacios sociales concretos, en el marco de intervenciones profesionales constituye una dimensión fundamental de la formación profesional, de lo que denominamos prácticas académicas y pre-profesionales.  “La cabeza piensa allí donde los pies pisan” -frase que Frei Betto, fraile dominico brasileño y teólogo de la liberación, recupera de Paulo Freire-, versa el principio epistemológico de la educación popular, es así que el aprendizaje se construye en el diálogo reflexivo e interpelador en y de la experiencia, no es un acto espontáneo surgido del “estar” o el “hacer”, y en esa trama hay un saber y saber hacer que las/os colegas ponen en juego desde sus lugares de trabajo. Si bien, imaginamos la entrevista en el marco de una charla entre mates, siguiendo el hilván de los encuentros para definir espacios de inserción de las/os estudiantes, donde debatimos con ahínco las formas del enseñar el oficio profesional; la situación inédita de la pandemia hizo que la conversación se realizara en la virtualidad, entre intercambios de mails, WhatsApp y llamadas telefónicas. Los intercambios también estuvieron atravesados por las complejas exigencias que enfrentan las colegas en el sistema de salud; y por ello, hacemos un especial agradecimiento a la generosidad de compartir sus pensares y sentires, a pesar de las dificultades.

This work has the intention of sharing an experience carried out from the Chair Theory, Spaces and Intervention Strategies IV-Institutions- Bachelor of Social Work, Faculty of Social Sciences (FCS), National University of Córdoba through the Program the University Listen to the Schools. The program arises in 2001, from a public dialogue between educational institutions, which raises the reception of demands that show discomfort / conflict in a context in crisis. The responses, which we implement, are supported by a trajectory that accounts for processes of construction, management, and interaction between the teaching team and public institutions. From the institutional commissions the centers of academic practices are defined; a relationship that materializes in collaboration agreements between the FCS and state organizations or civil society. Through this formal agreement, the teaching team and groups of social work students design and implement intervention devices that operate in two dimensions: a) respond to the need that originated the demand in terms of instituting practices; b) go through their learning process about the possibilities, challenges and limits of the intervention of Social Work in institutional organizations. 19 years after its creation, we share reflections on the journey traveled from the PUEE also in a context of crisis, this time not only national.

The essay I present results from a curricular analysis process that is part of the elaboration of the new curriculum of the Bachelor's degree in Social Work, of the curricularization projects proposed by the areas of university extension, as well as of the debates with teaching teams of the different subjects of the career regarding the need not to homologate-necessarily-professional practices with university extension. In a brief introduction we describe some institutional scenes of a series of debates regarding the transversalities between professional practices and university extension. We also review, from a critical point of view of the sociology of professions, the classic tensions in the field that are usually synthesized in a reductionist way in different cultural uses of the profession: divorce theory-practice, in practice theory is another, etc., an overdimensioned moment within professional debates. Also, a brief genealogy of the different ways of understanding the university extension is made, promoting its dialogue with the professional practices of Social Work. Finally we propose a dialogue between Paulo Freire's positions on Extension and Communication, and what is known as the Political Ethical Project of Social Work, proposed by the Latin American Collective, to think about what political, institutional and economic conditions would be placed as barriers to tune professional practices with the emancipatory dimension of extension in our University.