Going to School in Latin America (The Global School Room) by Silvina Gvirtz, Jason Beech

By Silvina Gvirtz, Jason Beech

Latin the United States has large variety geographically, politically, and demographically. a few nations comparable to Argentina, Brazil and Chile, take pleasure in a time of peace and becoming prosperity, whereas different international locations akin to Bolivia and Columbia are being affected by govt and fiscal matters. This quantity examines the historical past and current academic platforms, either private and non-private, of roughly 15 nations within the Latin American quarter, besides an afternoon within the lifestyles function that exhibits what the college day is like from the scholars' standpoint.

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Tedesco, Juan Carlos and Cecilia Braslavsky. 1987. El proyecto educativo autoritario 1976–82. Buenos Aires: Mi~ no y Davila Editores. ~ peronistas: 1943–55. Buenos Aires: Sudamericana. Torre, Juan Carlos. 2002. Los anos SCHOOLING IN ARGENTINA 33  Van Gelderen, Alfredo. 1995. La ley federal de educaci on de la Republica Argentina. Buenos Aires: Academia Nacional de Educaci on. ~ Wainerman, Catalina H. and Mariana Heredia. 1999. ¿Mam a amasa la masa? Cien anos de libros de lectura de la escuela primaria.

2004. Universidad e intelectuales. Educaci on y polıtica en la Argentina (1955–76). Buenos Aires: Manantial. Tedesco, Juan Carlos. 1993. Educaci on y sociedad en la Argentina: 1880–1945. Buenos Aires: Solar. Tedesco, Juan Carlos. 2003. Educaci on y sociedad en la Argentina: 1880–1945. Buenos Aires: Ediciones Solar. Tedesco, Juan Carlos and Cecilia Braslavsky. 1987. El proyecto educativo autoritario 1976–82. Buenos Aires: Mi~ no y Davila Editores. ~ peronistas: 1943–55. Buenos Aires: Sudamericana.

6 While Bolivia’s population is increasingly bilingual, many rural children still enter school with little or no knowledge of Spanish; until the implementation of a national policy of bilingual education in the mid-1990s, such children were often pushed out of school after only a couple of years. Gaining access to secondary education was a challenge for most rural students, and post-secondary education was out of reach for all but a few. During most of the twentieth century, public schooling displayed strong continuities with the Bolivia’s colonial past, in both its surface methodologies and underlying aims.

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