Mariana Inés García Palacios

Uses and Meanings of “Context” in Studies on Children’s Knowledge: A Viewpoint from Anthropology and Constructivist Psychology

Though context has yet to receive an unequivocal definition, it is a concept that frequently appears in research in children’s knowledge and its construction. This article examines the scope and meaning of context in genetic psychology and social anthropology in order to better understand the relationship between children’s construction of knowledge and the context in which it occurs. Meta-theoretical, theoretical and methodological complexities arise when the concept is analyzed in the two disciplines, and these will also be addressed herein. The fields of anthropology and constructive psychology are both affected by the relationship between the building of knowledge and the social practices surrounding this process. Finally, based on these empirical examinations, the article explores how research methodologies could incorporate the notion of context in research focused on the construction of knowledge.

Reflections on the Concept of Interculturality in the Current Educational Debate in Argentina.

In this paper, we analyze the relevance of intercultural education within contemporary educational debates in Argentina. First, we will review Argentinean legislation. Then, we will discuss the core characteristics of the Argentine educational system in order to study the historical incorporation of indigenous people into the school system. Later, we will explore concrete legislation regarding intercultural education, emphasizing the potential of such legislation as well the limitations. Finally, we will present how our findings connect to the main discussions in the field of anthropology and education.