Abstract This paper analyzes the forms of presence of the Cuestión Malvinas in the educational system in a long-term view. It is. structured in four parts: the first refers to the situation prior to the war, seeking to analyze the matrix in which the war experience in 1982 was received in schools. The second section analyzes the situation during that conflict, through the analysis of the communication between national ministerial authorities and the schools, and the memories of students and teachers. The third part focuses on what has been called the process of demalvinization present in the first decades of democratic recovery, and its impact on educational policies at the time. Then, the transmission policies produced by the Ministry of National Education are analyzed in the framework of the commemoration for the 30th anniversary of the 1976 Coup d’état. Some final conclusions seek to summarize the arguments and present new debates and positions.

Resumen Este escrito analiza las formas de presencia de la Cuestión Malvinas en el sistema educativo en una mirada de larga duración. se estructura en cuatro partes: la primera se refiere a la situación previa a la guerra, buscando analizar la matriz en la que se recibió en las escuelas la experiencia bélica en 1982. En el segundo apartado se analiza la situación durante ese conflicto, mediante el análisis de la comunicación entre autoridades ministeriales nacionales y las escuelas bajo su dependencia, mediante y los recuerdos de alumnos, alumnas y docentes. La tercera parte se detiene en lo que se ha llamado el proceso dedesmalvinización presente en las primeras décadas de la recuperación democrática y su impacto en las políticas educativas de entonces. Luego se analiza las políticas de transmisión producidas desde el Ministerio de Educación Nacional en el marco de la conmemoración por los 30 años del Golpe de Estado de 1976. Unas últimas conclusiones buscan resumir los argumentos y presentar nuevos debates y posiciones.

The following review evokes a day of tribute and farewell to Philippe Meirieu held on 10th January 2015 at the Lumière-Lyon 2 University on the occasion of his retirement. Words spoken by researchers, professors and activists referring to some of the major contributions Philippe Meirieu has made to the educational debates of recent decades are synthesized, with special emphasis on the inscription of his ideas on the French discussions, the diversity of forms and modalities of his militant commitment and the relationship between his production and the contemporary sociocultural complexity.

La siguiente reseña evoca una jornada de homenaje a Philippe Meirieu llevada a cabo en 2015 en la Universidad Lumière-Lyon 2 con motivo de su jubilación. Se sintetizan las palabras pronunciadas por investigadores, profesores y militantes que señalan algunos de los principales aportes que Philippe Meirieu ha realizado a los debates pedagógicos de las últimas décadas, con especial énfasis en la fuerte inscripción de sus ideas en las particularidades del debate francés, la diversidad de formas y modalidades de su compromiso militante y la relación entre su producción y la complejidad sociocultural contemporánea.

Este trabalho procura trazer um olhar sobre os novos modos de regulação do trabalho docente que se construíram no contexto da reforma argentina, atravessados pelas mudanças do mundo do trabalho e do papel do Estado. Assim, no imaginário docente se articulam hoje diversos elementos que por muito tempo foram considerados antitéticos: as tradições vocacionais e de trabalho feminino estão permeadas pelas premências decorrentes da posição de trabalhador(a) diante da precariedade dos empregos e da estabilidade ameaçada. Ao mesmo tempo, a partir da tradição igualitária, encontram-se resistência aos mecanismos de competitividade de mercado e sua incorporação no espaço da educação pública. Desse modo são produzidas profundas rupturas no imaginário docente que, desde a ética republicana, dava conta de um projeto comum.

This study looks at the new modes of regulations for teaching that have been constructed in the context of the Argentine reform, affected by the changes in the world of work and the role of the State. In the conceptualization of teaching, there are various elements today that for a long time were considered to be antithetical to vocational traditions and feminine work are permeated by pressures deriving from the position of workers, who are facing threats to their employment and precarious job conditions. At the same time, based on the egalitarian traditions, they face resistance to the mechanisms of market competition and inclusion in the realm of public education. Thus there have been profound ruptures in the conceptualization of teaching which based in a republican ethic had meant a common project.