Schools: Ideological State Apparatuses

The Argentine government started in the mid-nineteenth century, and one of his first actions was to organize the educational system. State intervention seeking to take over many of the educational functions held by the church to place the nationalization of church property. With a central tendency, the "fused? with the company ordering the SE to the needs of the body of the government in power (political, economic or repressive). In the first instance the oligarchic state (1880) assumed the burden with the intention to institutionalize its authority, strengthen national identity and build their own state. This appealed to ideological penetration, ie symbolic production capacity to create a sense of belonging in order to ensure the governance of the mass through education. That symbolic weight should be just to create the new Argentina the belief that the established order was that they wanted. But, in contrast, failed to generate a system of social stratification according to interests of the ruling / dominant, contrary to the ideals of liberalism posed by the Constitution and law in the recently enacted 1420. From here begins a gradual process of politicization of culture and education, becoming both a matter of state.

He tried to build the nation and at the same time, culturally assimilated large foreign contingent that arrived in the country. There is sufficient evidence to argue that with the generation of `80 to 1916 (assuming Irigoyen), were prescribed in the Argentine educational system (SEA) rituals, the definition of the curriculum, the design of school practices and the imposition of an authority educational and social prevail for a long time. The path of progress and setbacks, authoritarianism, poverty, structural adjustment policies, etc.., Contributed to the state was losing its ability to organize and give way in the last hundred years, a school speech bordering on neutrality ; current references rely on the fragmentation, the speeches vacuous, once the decline of educational authority and the absence of ideologues and ideologies and visionary reformers. We arrived at something clear: the structural-functionalist paradigm no longer holds its hegemony as early in the SEA. Its founding premises had been the use of schools as an essential tool to reproduce the social system, and the state as an instrument of the dominant groups to exercise control of the social system. The strategy was the selection of a portion of the ad hoc cultural universe of the dominant groups to be played in schools, ideological apparatuses, and thus achieve the reproduction of the established order of a dominant ideology and class divide.

Intended, in short, "[...] a subject of standardization inept and ideologically dangerous?. What about today? We have two inherited attributes that will survive: the social stratification in the eternal return, and the absence of ideology. While operating since 1960 a change of perspective pedagogical actions in Latin America, the polarization dependence follows the antinomy / release. Even if one considers the Peronist era with particular devices incorporating popular sectors, both attributes persist. "Normalize? has become, then, a symbol, a fiction / truth that creates a sense: that of coercion, control, repression of unconventional social actions. And, as a symbol, expressing the mutation experiencing an objective reality to subjective construction. Now enter the classroom. Childhood and adolescence are in charge of the misadventures of education. Being a teenager is a violent battle, where identity is not assumed by a revolutionary mechanism, but by plagiarism, by appropriation media's image imperceptibly distorted by the absence of emblems. And the school, instead of socializing from an imaginary model is offered as valid waiver to offer this model and let the reality, or worse, that the representations that students have of it, whatever they are taken as reference to follow up actions are also distorted.

The Misadventures of education also have damaged our sense of social belonging, both of teachers as the learners, because they have their cause and effect in the symbolic disintegration of human relationships. The result: forms of violence which, by its polysemy, escape us. So far we have only discovered how not to repeat, not to avoid. How do you prevent a Astiz, a Etchecolaz? How twisted determinism? In those early class struggle was the engine of history. Today is the class struggle in the literal sense. Metaphysical shift tell ... What we have left undone, or done evil, that a pencil is replaced by a knife? Just know that the body of education is kept alive beyond reductionism to which it subjects the body politic, and only the skepticism, the result of a "sacralized cosmos? disorienting and sometimes disappointing.

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