Ana Padawer

Identificaciones étnico nacionales y procesos de legitimación del saber en grupos indígenas y migrantes en Argentina.

Normal 0 21 false false false MicrosoftInternetExplorer4 En este trabajo abordamos la relacion entre saberes e identificaciones en grupos indigenas y migrantes y los procesos de legitimacion de los saberes en espacios familiares y escolares. En un breve recorrido inicial identificamos antecedentes en el abordaje de estas cuestiones desde la antropologia clasica, los aportes de las perspectivas critico reproductivistas y de trabajos antropologicos sobre aprendizaje y practicas sociales. En la segunda parte aludimos a situaciones registradas en el trabajo con dos poblaciones (comunidades mbya guaranies de Misiones, inmigrantes bolivianos en la Provincia de Buenos Aires), las que nos permiten realizar reflexiones situadas y avanzar en algunas comparaciones significativas. Consideramos que abordar conjuntamente la cuestion de los saberes, las identificaciones y los procesos de legitimacion aporta elementos para la definicion de propuestas educativas adecuadas a los complejos contextos interculturales que caracterizan la situacion de los ninos indigenas y migrantes en Argentina. http://dx.doi.org/10.5902/2236672511219

Tiempo de estudiar, tiempo de trabajar: la conceptualización de la infancia y la participación de los niños en la vida productiva como experiencia formativa

Many anthropological studies establish that childhood, as a social category, is an historical and socio-cultural product associated with a biological development process. From these positions it is possible to consider the human child incorporation into society, considering time as sociality parameter. This conceptualization allows discussion about the modern idea of childhood as first stage of a mono-chronic and linear time development, period devoted to learning adulthood -defined as a working time in opposition to latter. Childhood conceived as a first of a succession of stages clearly distinguished is not only a common sense -and appropriated by subjects among their lifetime-, but also is the general basis for childhood rights protection laws. Even so, anthropology can expand the limits of such regulations studying how children have, in everyday activities, a plurality of times repertoires in which they learn and also, participating in some productive activities, become part of social knowledge production.

Temporal dimensions of childhood, youth, and adolescence experiences: A conceptual discussion

This article proposes a theoretical and empirical approach to studies on contemporary childhood, youth, and adolescence, based on the idea that these categories respond to a modern and hegemonic Western expression of classification that accounts for biologically conditioned stages, through which ethnic, class, and gender particularities influence the way these social subjects experience the world. This statement implies establishing a relation between two concepts: “experiences” and “transitions.” I will explore the notion of experience as the way in which children, adolescents, and youth live through and express the world that surrounds them, emphasizing on the individuals going through the early stages of their life as active subjects in a conscious relationship with the world. The transition concept allows questioning the approach of life ages as successive and discrete stages, whether they are defined on the grounds of biology, developmental psychology, or socio-anthropological studies, and understanding ages as an ongoing process, although marked by milestones that define the life stages acknowledged in each institutional, sociocultural, and historical background. I will illustrate my argument by some fragments of my ethnographic fieldwork with children in San Ignacio, a predominantly rural location in the province of Misiones (northeastern Argentina), in the southern part of the Paraná jungle.