Realizamos una reconstrucción histórica y geográfica del surgimiento y desarrollo de la pedagogía de la alternancia tal como se fue generando en diferentes continentes, centrándonos en las experiencias de Francia, Brasil y Canadá. Interpretamos la forma en que diversos actores sociales se han auto organizado en distintos países para abrir y sostener en el tiempo escuelas rurales de alternancia.
We present an analysis of two self-organized educational experiences in Argentina that respond to concrete needs regarding the supply of education in certain geographical locations: alternative rural schools, jointly managed by families, the state, and local communities; and an educational center that is self-managed by the employees and directed to homeless teenagers and adults. We use the notion of inhabiting space as an expression of social, cultural, and aesthetic relations, contrasting this notion with that of space as an object.
The economic implosion in the late 1990s in Argentina created the conditions for the emergence of a series of alternative social organizations that were autogestionados, or created from the ground up by unemployed
workers, social activists, artists, and educators. Here, we describe one of these social organizations, Bachillerato Popular IMPA, which is located within an abandoned factory that was recuperated to form a workers’ cooperative.
Increasing small-scale vegetable production is a key target for growing a more sustainable food system. At first glance, meeting this target seems straightforward. On closer inspection, particularly in contexts experiencing the on-going effects of climate uncertainty and economic uncertainty, it can be hard to achieve. Community education has a vital role to play.
