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

El artista platense Edgardo Antonio Vigo mantuvo a lo largo de su trayectoria algunas inquietudes que articularon su labor creativa individual con la esfera de lo social, como la posibilidad del intercambio y la aspiración a una circulación artística extendida. Su voluntad de propugnar un acceso amplio y desacralizado a la obra de arte fue vehiculizado en gran medida a través de distintos proyectos gráficos; entre ellos, la propuesta del Museo de la Xilografía de La Plata fue la que tuvo mayor continuidad en el tiempo. Edición, circulación e intercambio fueron los ejes del programa de ese museo circulante albergado en cajas-valija que le permitía trasladar la colección de grabados a distintos ámbitos, públicos o privados. Las estampas originales y múltiples de su patrimonio resultan así un buen ejemplo de lo que Vigo propuso como «arte tocable».

This research is developed within the CAI+D 1 project (in progress) «Selective traditions: trace(s) present and emergent of Italian and french migration of the city of Santa Fe» (FHUC–UNL) and has the object of a first approach to the figure of the writer from Santa Fe Edgardo Pesante as «intellectual», taking into account the complexity that this concept condenses. Departing from this aim, three aspects will be analized: his dimensions as a writer, manager of cultural promotion policies (specifically with regional and young literature) and reviews. This approach (although it is clarified primitive), tries to focus to think not only the boundaries or points of contact with other cultural agents of the province of Santa Fe, but it also indicates the importances of Pesante through the region intellectual field.

The subject Didactic Planning and Practices of teaching in History is part of the last cycle of Teacher Training in History of the National University of La Plata. Within the framework of the course, educational outings are proposed, among other activities, as an educational activity that enriches the teaching process. These are a methodological strategy that opens the debate around other ways of ‘inhabiting’ the University and the school to promote pedagogical didactic alternatives that interpellate the established academic and school format and invite future teachers to propose them in their own classes, both in the residence and in their next professional practice. They make it possible to approach how museums and the different urban spaces with their monuments and their brands are vehicles of memory. They do not ensure by themselves the contents to be transmitted nor the meanings with which they will be interpreted, since these depend on the recipients, on the readings and appropriations that they make. The route we propose involves reflecting on the marks of memory and looking with different eyes at the spaces lived and traveled daily. The work develops the shared experiences in the Museum of Natural Sciences of the City of La Plata and the Ethnographic Museum of the City of Buenos Aires.

Educational reforms are sustained on promises of innovation and improvement in learning. In many countries, the history curriculum swings between the continuity of the disciplinary code and the pretensions of change, a dispute which is generally biased in favor of the tradition. In Mexico, the curricular renewal takes place without having a diagnosis as a reference going through seven years with the 2011 curriculum. Instead of investigating the purposes, its correspondence with the rest of curricular dimensions or the formative conditions that are required to modify the practice, in this article the strategies, activities and the function of the students that are suggested in the history program are subjected to analysis. The text demonstrates that the didactic proposal and the conception of learning are homogeneous, canonical, contradictory, naive and theoretical.

The investigation arises within the framework of a series of curricular changes occurred in Chile, due to the incorporation of citizenship education as a core axis in the subject of History, Geography and Social Sciences, of the Citizen Education Plan for schools subsidized by the state and the creation of the Citizen Training subject. It is investigated the thinking of teachers of history, geography and social sciences on citizenship education. The goal is to interpret their beliefs, approaches, academic training and teaching strategies declared by themselves. Basing on a mixed methodology and a phenomenological design, a survey was applied to 82 teachers and 20 of them were interviewed. The results show that, in the absence of academic training and a study program, teachers have opted to incorporate citizenship based on their own approach, this is closer to civic education than to citizen education, which is evidenced in a thought that puts as central themes of learning: the rights and duties of the citizen, political participation and institutionality.

We present a reflection about our practice as history teachers in the career of Social Work. Since this profession was strongly linked to medicine, and about thirty years ago it made a turn towards the social sciences, we asked ourselves how this relationship is perceived by students, particularly between history and Social Work, with the objective of advancing in better didactic strategies in the construction of historical knowledge. First, we will make a brief historical tour about the development of the profession and the entrance of social sciences for training. Second, we will present the students' considerations about ‘What is the use of studying history in Social Work?’ Finally, we will carry out an analysis that will be the input used for the elaboration of a pedagogical proposal within the framework of the Chair.

The aim of this article is to reflect on the role played by the subject Social History within the curriculum of the Nursing Degree in two aspects: on the one hand, the institutionalization of the profession as such and, on the other hand, the process of feminization of the profession in Argentina throughout the 20th century. For this, we will revisit one of the didactic forms used in class, such as the analysis of documentary films. Given that they carry an interpretation on the expansion of the health system, the consolidation of public bodies, the training of professional nurses and the influence of some nursing references in particular and of Argentine medicine in general, allow us to analyze the discursive construction of these processes, as well as some social stereotypes around the profession.

El trabajo recorre brevemente la poética de E. A. Vigo haciendo hincapié en el devenir creativo, desde sus primeras cosas hacia las utopías realizables y sus derivas en la formación de un arte expandido en la ciudad de La Plata. Sus propuestas artísticas parten del experimentalismo y llegan al arte de acción y más allá, en lo que podemos denominar la expansión del arte en el no arte. La figura del artista es revisada a lo largo de su trayectoria multifacética, en la que se puede subrayar también los escritos para una teoría del (in) (no) arte a través del quehacer creativo. Finalmente se mencionan algunos grupos y artistas que acompañaron o siguieron sus propuestas

This article describes the experience of the creation of Knowledge and Health Sciences, a subject belonging to the Common Cycle in Health -first year careers- of the Institute of Health Sciences of the Arturo Jauretche National University. The analysis is developed in the more general framework of the problematic relationship between social sciences and health, debated continuously for forty years in Latin America. Authors conclude that the notion of historicity and body have allowed them to achieve the pedagogical objectives, both at the content level and the competences.

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