Trying To Analyze The Coexistence In The School ( Case : Argentina )

TRYING TO ANALYZE THE COEXISTENCE IN THEthe student-processes educational-culture - where" (... )
SCHOOL  ( CASE:  ARGENTINA ) today high school title (or mercantile expert, etc) it only
 guarantees the right to make line for a work position
Few days ago it was published in a popular(...)" (2) or like Duschatzky points out: " (...) the popular
newspaper in Argentina the philosopher's commentsectors would not participate since of the benefit of
and physical Mario Bunge where an Argentina ofbeing young this condition it would be reserved to the
contradictions noticed and it enunciated that:sectors middle and high, or their juvenile attributes
"… in the exterior nobody knows nowadays of thewould be prisoners of such stigmas as the drunkards",
country. 40 years ago, the students in United Statesthose drugged", the violent ones", product of visions
knew that Argentina was the country of  Evita , ofmiserable, those that only perceive the popular thing as
Perón and of the meat. After that, it was also knownthat degraded, the primitive thing (...)" (3). According to
that Borges was Argentinean. But today anything ismy school experience they were asked to a group of
not known and that is an deception…". ( Clarín: 22students in situation of poverty, of a 1º year of a
03 2010 ) public school in Buenos Aires, what it was them more
The following article is a fragment of an investigationserious, to attack a professor or to break a glass of
with respect to the coexistence in the school , it seeksthe school, most referred that it was more serious him
to be a flash so that other countries can have certainsecond, in front of this one can say that: the property
information regarding the current state of theis above the individual and that the bonds among
education in Argentina.students, among student-professor are extremely
 Inside the mark of the social institutions, this is one ofdevaluated, in relation with the material things.  In
the one that more suffers their impacts, where" (... )general, these youths valued the hight school but they
more apparent and more strident symptoms is thecoincided that they didn't understand anything ,
exclusion and the school failure, the uneasinesshowever, they presented contradictions because they
(teachers and students), the conflict and the disorder,also referred that the school should finish it to be able
the violence and the difficulties of the integration in theto be somebody", to make something", for the case of
institutions and, mainly, the absence of sense of thethese youths in its great majority coincided in
school experience for adolescents' significantperceiving to the normative thing as confused, in spite
proportions  (...)" (1) For it, I consider excellent toof the conflicts in the own school like in other
debate: How does one cohabit in the school?    environments: family, work, etc. as for the situations of
In the first place, one can say that the coexistence incoexistence based on the violence, directive and
the school and keeping in mind the differenteducational they coincide in an increase of the physical
informations that we incorporate to our daily wealthand verbal violence among students where the
from diverse environments: massive media, schoolbehaviors of their own families impact, while for some
experience, etc; it is closely linked with certain situationsyouths they are only normal behavior and they are not
of anguishes, violence, overflow, among others; is it so,questioned the violent behavior as a problem, a
do we face with sentences like the one thatdistortion is visualized among what is violence and
Fernández L. refers is possible to put point to thewhat is not it. In front of these conflicts which the
institutional suffering? .The socio-economic changesinstitutional posture is about these problems?. do they
and the sharp polarization increased by the crisisseem to be configured two postures: on one hand that
starting from the 2001 in Argentina next to thestudent that is violent, is separate it the rest for the
deterioration of the mature authority, the changes infear to that this it contaminates to the rest of the
the social morals and the pauperization of thegroup, being the outcome a pass to another institution,
political-judicial institutions, does it locate us in a contextor the school abandonment and for the other one,
of permanent challenges, of anguishes, of uncertainalthough it doesn't interest them to learn does it remain
futures, do I believe necessary to begin thinking aboutin the institution the educational one who manages the
answers from the interior of the school like externallydiscipline, being but is it prepared for it?. 
to it, so that exist equal forms of coexistence. In frontWhen several public schools that receive student
of the diversity that present the Argentineanyoung in situation of poverty, I visualized dramatic
educational institutions, how an educational one isimages in the ways of life of the same ones, either,
located before the demand of yields before youthsfamily problems, situations of violence, the combination
that are in socio-cultural disadvantages?, whatof delinquency with attending the school ,etc; it is
naturalness does have the poor youths to fail in thecommon to listen to a young today to say: I am very
school environment?.  donkey, I am not good for the study, I am a disaster,
It could be inferred that, the families of poor sectorsetc; who conclude the high school is an exception they
would seem to choose the school for the dining roomare considered, it is so -although it seems arbitrary -
existence or their proximity to the home, while thethey would seem to be defined two juvenile actors,
families of sectors middle and high they would make itlike Reguillo Cruz enunciates: the incorporate youth 
for their pedagogic practices. (represented by the dominant culture) and the
In general lines, the schools present queries regardingalternative or dissident youth" (represented by the
the imposition of norms, disciplines, and coexistence,subordinate culture), but is the query what reasons you
and adult is the challenge in a complex society as it isfences to underrate the capacities of these dissident
Argentina, where the outrage and the preservation ofyouths?, how can you transmit that all the youths can
public spaces is precarious. If the normative space islearn and to settle down democratic rules of
not respected in our daily life, why to make it in thecoexistence - equal?. 
school environment?.   
The construction of the norms and the coexistence(1) Tenti Fanfani. And comp.:  Education for all . The
are product of the curricular spaces and also in thechallenges of the democratization of the access.
way in that the ethics and the justice are manifested inPublishing group. Altamira. Argentina. 2003. pg 30 
the society, it is important to open dialogues on the(2) Tenti Fanfani: op. cit. Pg 29
positioning of the norm and their relationship with the(3) Duschatzky. Silvia: The school like frontier. Meditate
discipline and the school, because this allows us to thinkabout the school experience of young of popular
what place it occupies the school in the society andsectors. Paidós. Buenos Aires. Pg
what list it completes in the formation of a youth. It24                     
would be enriching to contemplate to the norm like that Â Â Â Â Â 
that it possesses attributes of something that Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 
represents us to all and that it organizes our Â Â Â Â Â Â Â Â Â Â Â Â 
coexistence, if the adults are not able to manage it in a Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â 
school institution almost with security the school it won'tFragment of the investigation by Miriam Gualberto,
be characterized as an environment free of conflicts. ItSchool and social context in Argentina (Anthropologist .
is undeniable the polarization among expectations of