Iguales pero diferentes - Capítulo 4 "Historias de la escuela (no tan) común"
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[Música] a la escuela llegan chicos con historias muy diferentes y uno puede preguntarse bueno Qué hace la escuela con eso que llega diferente la mayoría de los casos probablemente trata de integrarlos de incluirlos de darles una educación común que los habilite a un futuro mejor y en otros casos no me parece importante
Discussion about the different backgrounds of students and how schools aim to integrate them for a better future.
Diversity in Schools
- Students come from diverse backgrounds, and the question arises about what schools do with this diversity.
- In most cases, schools aim to integrate and include students from different backgrounds to provide them with a common education that prepares them for a better future.
detenerse y pensar otras alternativas es interesante revisar la historia de la escuela común como cambió para que pudieran educarse todos ricos y pobres hombres y mujeres blancos indígenas y negros también habría que revisar las deudas pendientes Qué hacer para que la escuela sea realmente común Qué hacer
Reflecting on the history of common schools and the need for inclusivity.
History of Common Schools
- It is important to pause and consider alternative approaches by examining the history of common schools.
- The goal was to ensure that everyone, regardless of their social status, gender, or race, had access to education.
- There is still work to be done in order to make schools truly inclusive and common.
para que sea realmente hospitalaria para Música
Discussing the importance of creating a welcoming environment in schools.
Creating a Welcoming Environment
- It is crucial for schools to create a hospitable environment where all students feel welcome.
todos maestros ahí desde la fundación de Buenos Aires ahí vino un maestro con Juan de Garay ahí hubo una un primer digamos este la primera especie de escuelita y escuelas escuelas en realidad uno podría decir que empieza a ver en el siglo XVII escuelas más consistentes Bueno antes en realidad había escuelas en los conventos escuelas
Historical overview of the establishment of schools in Buenos Aires.
Early Schools in Buenos Aires
- Schools have been present in Buenos Aires since its foundation, with the arrival of a teacher alongside Juan de Garay.
- The first schools can be traced back to the 17th century, although there were earlier schools in convents.
parroquiales escuelas en el siglo XV ya empieza algo más cons que son eh las escuelas parroquiales eh Y luego ya acercándose hacia el final del 18 y sobre todo digamos en la época de los borbones empieza a ver escuelas del Rey las escuelas del Rey se convierten después de la revolución de mayo en escuelas de la patria y esas escuelas de
Development of parish schools and the transition to royal and national schools.
Evolution of Schools
- Parish schools emerged in the 15th century, becoming more consistent over time.
- Towards the end of the 18th century, during the Bourbon era, royal schools started to appear.
- After the May Revolution, these royal schools transformed into national schools.
la patria eh En realidad multiplicadas son las que en los caudillos van a estructurar como protosistolico
The role of caudillos in structuring and expanding national schools.
Caudillos and National Schools
- National schools multiplied under the leadership of caudillos, playing a significant role in their expansion.
realmente el sistema se arma a finales de en la segunda mitad del siglo XIX casi uno podría decir que la presencia de Sarmiento lo que hace no es fundar la escuela Argentina sino terminar de articular el
The system of education is established in the second half of the 19th century, with Sarmiento's contribution.
Establishment of the Education System
- The education system in Argentina was established towards the end of the 19th century.
- Domingo Faustino Sarmiento played a crucial role in articulating and finalizing the system.
sistema las primeras formas de escuela eran bastante distintas a las actuales por un lado la mayoría Los docentes erá varones Y esto es un cambio muy importante porque las mujeres estaban fuertemente excluidas del acceso a ciertos saberes como la lectura o la escritura los alumnos también eran en su mayoría varones muy pocas mujeres podían
Differences between early schools and current schools, particularly regarding gender inclusivity.
Early Schools vs. Current Schools
- Early schools had significant differences compared to modern schools.
- Most teachers were male, while women were excluded from accessing certain knowledge like reading and writing.
- The majority of students were also male, with very few opportunities for girls to attend school.
concurrir y además
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This section discusses the history of women's inclusion in Argentine schools and the challenges they faced. The law 10420 is mentioned, which promotes coeducation and equal conditions for men and women in schools.
Women's Inclusion in Argentine Schools
- The inclusion of women in Argentine schools has been a complicated and difficult history, similar to other countries around the world.
- The concept of coeducation, educating men and women equally in the same classrooms, was advocated for by many.
- Law 10420 establishes that schools should ideally be mixed at least until fourth grade, with classes taught by female teachers.
- Personal experience: The speaker attended primary school where she spoke French due to her Russian background. She received help from a friend's sister to improve her Spanish before entering secondary school.
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This section highlights personal experiences related to gender discrimination and religious differences within the education system.
Gender Discrimination and Religious Differences
- In secondary school, there were initially only two female students. Later on, more girls joined, but there were still more boys overall.
- The rector of the school had a close relationship with Jewish students and considered them intelligent.
- The speaker recalls sitting in a row with other girls during exams while the rector would intentionally touch their legs with his own. They tolerated it because they liked him.
- Discrimination experienced with children: One of the speaker's daughters had a Catholic teacher who made Jewish and agnostic students leave during religious classes.
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This section discusses specialized schools for children with learning difficulties or disabilities as well as the classification of students based on medical models.
Specialized Schools and Classification of Students
- Different types of specialized schools exist for children with various learning difficulties or disabilities.
- These schools, such as differential or special schools, have been part of the education system for a long time and can be seen as the opposite of inclusive models.
- The classification and categorization of students based on medical models has been prevalent in Argentine schools and worldwide.
- Various learning difficulties and disabilities, such as intellectual disabilities, dyslexia, attention problems, and mobility issues, have historically appeared at different times.
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This section shares personal experiences related to physical challenges faced in school.
Physical Challenges in School
- Personal experience: The speaker attended a public secondary school where she faced physical challenges due to her disability.
- Accessible facilities were lacking, including adapted bathrooms. It took a lot of effort and advocacy to get a ramp installed at the entrance.
- The speaker did not like standing in line but preferred staying aside. In primary school, she used a tricycle instead of a wheelchair and would often be at the front of the line because she was the smallest.
- In secondary school, she used a three-wheeled bicycle but struggled with participating in physical education classes. She questioned how she could receive a grade for physical education when she couldn't actively participate.
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This section discusses the role of schools in disciplining bodies and teaching certain behaviors.
Schools' Role in Disciplining Bodies
- Schools play an important role in educating bodies by teaching behaviors such as sitting still for long periods and listening attentively.
- The discipline imposed by schools helps prepare individuals for industrial work or other forms of labor that require discipline and obedience.
- Schools achieve this through various means like correcting postures, teaching proper pencil grip, forming lines, sitting facing forward towards the blackboard without distractions.
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This section shares personal experiences related to physical challenges faced in physical education classes.
Physical Challenges in Physical Education
- Personal experience: The speaker attended physical education classes in the afternoon and wanted to participate despite her physical limitations.
- She questioned how she would be graded for physical education when she couldn't actively engage in activities.
- The speaker recalls being asked to run around a football stadium while she rode her tricycle. Although the teacher said it wasn't necessary, she still did it occasionally before getting tired and stopping.
These sections provide an overview of the transcript, highlighting key points related to women's inclusion in schools, gender discrimination, specialized schools, physical challenges faced by students with disabilities, and the role of schools in disciplining bodies.
[t=0:17:15s] The Idea of the Guardapolvo (Overall)
This section discusses the concept of the "guardapolvo" (school smock) and its purpose during a specific time period. It explores the ideas of promoting hygiene, equality among students, and protecting against germs.
The Purpose of the Guardapolvo
- The guardapolvo was introduced to create a more hygienic and clean environment in schools.
- It aimed to make all children look the same, thereby eliminating social differences.
- Additionally, it sought to protect students from microbes and promote moral and sanitary cleanliness.
[t=0:17:48s] Five Characteristics of Education During Peronism
This section highlights five key characteristics that defined education during the Peronist era. These characteristics include an expansion in enrollment, attempts to incorporate popular knowledge into schools, and the introduction of Peronist doctrine.
Expansion of Enrollment
- The Peronist era witnessed a significant increase in school enrollment.
- The education system expanded massively, reaching a larger number of children than ever before.
- Both primary and secondary education experienced massification, along with universities.
Inclusion of Popular Knowledge
- There was an attempt to include what is referred to as "saberes plebellos" or popular knowledge within schools.
- This included incorporating cultural practices and knowledge from lower socioeconomic sectors that were previously excluded from formal education.
Influence of General Perón's Ideals
- General Juan Domingo Perón emphasized the importance of education for all citizens.
- He aimed to fulfill Sarmiento's utopian vision by extending schooling opportunities to all segments of society.
- However, this expansion also involved introducing important figures and leaders associated with Peronism into educational institutions.
[t=0:19:16s] Democratic Aspects and Introduction of Peronist Doctrine
This section explores the democratic and non-democratic aspects of education during the Peronist era. It discusses the introduction of Peronist doctrine into schools, especially after Eva Perón's death.
Democratic Expansion with Non-Democratic Elements
- The expansion of education during Peronism can be considered democratic in terms of increased access to schooling.
- However, it also involved introducing the idea of a welfare state and important leaders into schools.
- In the 1950s, there was a strong introduction of Peronist doctrine within educational institutions.
[t=0:20:13s] Education During Dictatorship
This section briefly touches upon the history of education during the dictatorship period in Argentina. It mentions documents that identified subversives within educational settings and highlights how repression, censorship, and uniformity were prevalent during this time.
Repression and Censorship
- The transcript acknowledges that there is still much to learn about education during the dictatorship period.
- A document titled "Subversion in Educational Settings" was published by the Ministry of Education in 1978.
- This document aimed to identify subversive elements within educational environments and included phrases or actions deemed subversive.
Uniformity and Repressive Measures
- The dictatorship period witnessed strict measures such as uniform requirements, short haircuts, and addressing others formally ("usted").
- There was an annihilation of memory, consciousness, and cultural transmission during this time.
- The speaker believes that a rupture occurred in cultural transmission due to these repressive measures.
[t=0:21:50s] Personal Experience with Discrimination
In this section, Alejandro shares his personal experience with discrimination based on his appearance as a child. He recalls incidents where he was called derogatory names due to his Asian features.
Discrimination Based on Appearance
- Alejandro recalls being called derogatory names like "chino" (Chinese) due to his Asian features.
- He shares an incident where a teacher tried to console him by saying it was a source of pride to be the child of Japanese parents because Japan was considered a powerful nation.
- The theme of discrimination and overvaluation based on appearance is discussed.
[t=0:23:21s] Hair and Uniform Regulations during Secondary School
This section focuses on hair and uniform regulations during secondary school in the late 1970s to early 1980s. It highlights the arbitrary nature of these rules and their hidden justifications.
Arbitrary Hair and Uniform Rules
- The speaker mentions that there were specific regulations regarding hair length, with the norm being two fingers above the collar.
- However, the reasons behind these rules were never clearly explained or justified.
- The enforcement of these rules seemed arbitrary, reflecting certain authoritarian tendencies within the education system.
[t=0:24:12s] What Defines Common Culture?
This section raises questions about what constitutes common culture in Argentina's educational system. It discusses topics such as language instruction, music choices, and required readings.
Defining Common Culture
- The transcript poses questions about what should be considered common culture in schools.
- Examples include whether Guarani or English should be taught as a second language, which music should be included in curriculum (Mendelssohn or popular bands), and which literary works should be read (La razón de mi vida or El Quijote).
- The debate surrounding common culture often revolves around including elements from lower socioeconomic sectors.
[t=0:24:30s] Challenges Faced by Democratic Education
This section acknowledges both achievements and challenges faced by democratic education in Argentina. It emphasizes the need for support for inclusive practices and highlights the harsh realities of contemporary Argentine society.
Achievements and Ongoing Challenges
- Democratic education in Argentina has made progress, including increased access to secondary education.
- However, there are still significant debts owed to both teachers and students.
- The speaker emphasizes the importance of supporting inclusive practices in education.
- Argentine society is described as becoming increasingly ruthless in various aspects, such as poverty and hunger.
Timestamps have been associated with relevant bullet points to facilitate studying the transcript.
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The speaker emphasizes the importance of creating a more inclusive society, regardless of people's backgrounds or languages spoken. They highlight the value of embracing diversity and learning from one another to address inequalities and injustices.
Creating an Inclusive Society
- The speaker advocates for a more inclusive society that welcomes everyone, regardless of their background or language spoken.
- There is still much work to be done by educators, authorities, and individuals themselves to promote integration and pluralism.
- Viewing others as equals and recognizing their value can help individuals become better versions of themselves.
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