Gabriela Novaro

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

Palabras desoídas - palabras silenciadas - palabras traducidas: voces y silencios de niños bolivianos en escuelas de Buenos Aires

In this work we present some reflections on the way that children coming from Bolivia transit schooling in formal educational institutions of Buenos Aires Argentina. Given certain situations recollected in a primary school, we advance towards the following issues: the ethnic and national identities tensions that these children live in learning contexts, the questioning that these students pose to educational humanistic discourses when they contrast it with there real life conditions, the meanings of their silences and their noiselessness. We pay attention to teachers representations of ways of speaking and knowledge in inter-cultural educational contexts, to concentrate in the multiple meanings of words, silences and knowledge that these children and adults unfold in both situations, everyday interactions and formal learning. We concentrate on certain institutional commands and suppositions of the hegemonic educational paradigm, related to certain communicative styles, imposed as ordinary, and the relation of these to other styles associated to diverse groups that attend to schools in Buenos Aires. The work is based on the analysis of documents and ethnographic records done in a school of the south zone of the city of Buenos Aires during the years of 2005, 2006 and 2007.

La escolaridad como hito en las biografías de los hijos de bolivianos en Buenos Aires

This project is the result of three works of research conducted using social anthropological methods to analyze the experiences of the children of Bolivian immigrants in different areas of the city of Buenos Aires and the Province of Buenos Aires. Beginning with the study of the migratory processes from Bolivia and their changes throughout generations, we intend to posit that schooling constitutes a fundamental part of the experiences of children, young migrants and especially the descendents of Bolivian immigrants. Given that this affects their intellectual development, and above all, their national, ethnic, gender, class, and age identifications, we will focus on understanding the role of schooling during this vital stage of youth. Keeping in mind some of the most common representations in the examined cases, we will show that the passage through primary and secondary school is a milestone in the biographies of the children, youth, and descendants of Bolivians who have been raised in Buenos Aires, and we will analyze the impact in their methods of identification and their relationships.