Educational experiences and territory: resisting inequality in the south of Buenos Aires city
In the Buenos Aires city, various investigations documented the way in which regressive access to the city conditions educational results. In this specialized literature, the “territory” is presented as a predetermined area (identified, located, delimited) whose characteristics and, above all, whose...
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| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
IRICE (CONICET-UNR)
2022
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| Materias: | |
| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1476 |
| Aporte de: |
| Sumario: | In the Buenos Aires city, various investigations documented the way in which regressive access to the city conditions educational results. In this specialized literature, the “territory” is presented as a predetermined area (identified, located, delimited) whose characteristics and, above all, whose shortcomings, condition the life of the populations that live there. Following anthropology and education Latin American tradition, this article describes an ethnographic experience carried out between the years 2015 and 2019 in three schools of the commune four of the Buenos Aires city. When discussing the expectations adults build around the formative experiences of students finishing primary school and entering secondary education, teachers and parents describe a diversity of practices that draw a heterogeneous territory cartography. They configure certain “insides” and “outskirts”, certain ways of “being” or “leaving” the territory that exceed delimited locations that guarantee or obstruct access to a set of profits and resources. On the contrary, they dispute and resist the determination of material living conditions. The territory is configured here as a dynamic, diverse and historical process, the mapping of which can only be carried out by documenting the experiences of the subjects that give it existence. In this sense, the article seeks to document that the association between “territory” and educative experiences is not linear but multiple determined and mutual co-construction. |
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