This article aims to recover the theoretical contributions of pragmatism and neopragmatism to think the relationship between university, knowledge and politics. In the first place, it analyzes John Dewey's thesis on the relationship between experience, thought and action; secondly, it examines the thesis of Richard Rorty on the description of the experience by language and the priority given to the practical vocabulary, to deliberation and conversation. Finally, it delves into both authors' contributions on the public sphere, the role of intellectuals and the communication of knowledge, to problematize the current challenges of public universities and their actors.

Este artículo se propone recuperar los aportes teóricos del pragmatismo y del neopragmatismo para pensar la relación entre universidad, conocimiento y política. En primer lugar, se detiene en las tesis de John Dewey sobre la relación entre experiencia, pensamiento y acción; en segundo lugar, en las tesis de Richard Rorty sobre la descripción de la experiencia por el lenguaje y la prioridad otorgada al vocabulario de la práctica, la deliberación y la conversación. Por último, ahonda en sus aportes sobre la esfera pública, el papel de los intelectuales y la comunicación del conocimiento, para problematizar los desafíos actuales de las universidades públicas y de sus actores.

This article aims to explore the biographical experience and intellectual itinerary of the Argentinian pedagogue Adriana Puiggrós, who contributed with her texts to a renewal on how to understand national and Latín American education. In the first part, we delve into herfamily history and her training as a teacher and as a graduated in Educational Sciences, as well as her participation in educational, activists and university experiences during the '60s and particularly her intervention in the Faculty of Philosophy and Literature at the University of Buenos Aires between 1973 and 1974. In the second part, we explore and analyze the experience of her exile in México between 1974 and 1984, paying particular attention to painful biographical circumstances and to her incorporation into the higher education system and her postgraduate studies. The hypothesis of the text is that the production of her PhD thesis that later became widely circulated books, enabled her to develop the phenomena of the early '70s in which she actively participated and to give an end to both a political and family cycle; moreover they constituted Adriana Puiggrós as an author of reference in the field of education in the posdictatorial time. While academic production was a crucial activity in exiled women, the processes of intellectual production as well as the new significances of the books published become relevant after their circulation and reading in the Argentinian universitiesduring the restoration of democracy in 1983.

En la segunda parte se explora y analiza la experiencia del exilio en México entre 1974 y 1984, prestando atención a circunstancias biográficas dolorosas y a su inserción en el sistema de educación superior y en estudios de posgrado. La hipótesis del texto es que la producción de tesis de posgrado, que se convirtieron luego en libros de amplia circulación, le permitió elaborar los fenómenos de los primeros setenta, en los que había participado activamente, y el cierre de un ciclo a la vez político y familiar. Por otra parte, constituyeron a Adriana Puiggrós como autora de referencia en el campo de la pedagogía en el ciclo posdictatorial. En tanto la escritura académica constituyó una actividad crucial de mujeres exiliadas, adquieren relevancia los procesos de producción intelectual, así como las nuevas significaciones de los libros publicados a partir de su circulación y lectura en el espacio universitario argentino con la recuperación de la democracia en 1983.

In this paper I formulate a characterization and to make a critical analysis of academic work at public universities in Argentina in the presence of the needs and demands related to the processes of professionalization and evaluation methods. This inquiry arises from the interest in exploring the changes in the production, transmission and appropriation of knowledge processes from a historical perspective that seeks to recognize the scope and specific features of contemporary university experience at an era of significant dispersion. From the contributions of intellectual history, social history of knowledge and the biographical turn, this paper argues that the reconstruction of the life stories of teachers opens new perspectives of analysis in order to give visibility to the interstices of academic work and to analyze the incidence of global regulation of the profession in generational trajectories in the comprehensive framework of history and institutional culture of universities.

En este artículo me propongo realizar una caracterización y problematización del trabajo académico en las universidades públicas en la Argentina ante las exigencias y demandas vinculadas con los procesos de profesionalización. Esta indagación deriva del interés por explorar las transformaciones de los procesos de producción, transmisión y apropiación del conocimiento desde una perspectiva histórica que busca reconocer los alcances y rasgos particulares de la experiencia universitaria contemporánea en un tiempo de notables mutaciones. A partir de los aportes de la historia intelectual, la historia social del conocimiento y del giro biográfico planteo que la reconstrucción de historias de vida de profesores/ as abre nuevas perspectivas de análisis para reconocer las huellas de diversas figuras que han modulado la vida universitaria a lo largo del tiempo, identificar los intersticios del trabajo académico y analizar la incidencia de las regulaciones globales de la profesión en la trayectoria de una generación y en el marco comprensivo de la historia y de la cultura institucional de las universidades.

Se realiza aquí una aproximación a las ciencias sociales en Argentina a través de los estudios sobre comunicación y sobre educación desde los años setenta del siglo XX hasta el presente. Se efectúa el análisis de los itinerarios académicos de dos figuras destacadas del espacio universitario, a partir de su lugar de enunciación, la tensión entre saberes universales y particulares y la escritura intelectual. Finalmente se propone investigar el acervo intelectual de las ciencias sociales latinoamericanas ante la emergencia de intelectuales desligados del debate sobre los vínculos entre conocimiento y política.

This text portrays an approach to social sciences through the studies of communication and education since the 1960s to the present. The academic itineraries of two outstanding scholars are analyzed, taking into consideration their site of enunciation, the tension between universal and particular knowledge and intellectual writing. Finally, it deepens into the intellectual heritage of Latin American social sciences, facing the uprising of intellectuals who are detached from the debate about the connection between knowledge and politics.

É realizada aqui, uma aproximação às ciências sociais na Argentina através dos estudos sobre comunicação e sobre educação desde os anos setenta do século XX até o presente. É efetuada a análise dos itinerários acadêmicos de duas figuras destacadas do espaço universitário, a partir de seu lugar de enunciação, a tensão entre saberes universais e particulares e a escritura intelectual. Finalmente, propõe-se investigar o acervo intelectual das ciências sociais latino-americanas ante a emergência de intelectuais desligados do debate sobre os vínculos entre conhecimento e política.

In this paper I propose a first approach to the historical processes of college knowledge' configuration from a investigation of the trajectories and academic experiences of prominent intellectuals of the social and human sciences that have perform as professors at the University of Buenos Aires in the last decades of the twentieth century. We refer to Aníbal Ford, Oscar Teran and Nicolás Casullo. We will explore how the shapes and peculiarities of an thought that moves within the boundaries between academic culture, political culture and popular culture has been modulating and settling over time, considering biographical itineraries, the academia and the experiences of training and education, taking into account thematic interests, political and social sensibilities and styles of intellectual production and transmission of knowledge.

En este texto me propongo realizar una primera aproximación a los procesos históricos de configuración del conocimiento universitario a partir de la indagación de las trayectorias y experiencias académicas de destacados intelectuales de las ciencias sociales y humanas que se han desempeñado como profesores de la Universidad de Buenos Aires en las últimas décadas del siglo XX. Nos referimos a Aníbal Ford, Oscar Terán y Nicolás Casullo. Se explorarán las formas y particularidades con que un pensamiento que se mueven en las fronteras entre la cultura académica, la cultura política y la cultura popular, se fue modulando y sedimentando a lo largo del tiempo, considerando los itinerarios biográficos, los ámbitos universitarios y las experiencias de formación y enseñanza, teniendo en cuenta intereses temáticos, sensibilidades políticas y sociales y estilos de producción intelectual y de transmisión del conocimiento.

O artigo analisa, numa perspectiva historiográfica, o impacto da história recente argentina na vivência da infância de crianças de diferentes extratos sociais.Tendo como recorte o fim do regime militar, na década de 80, busca-se apreender como o processo de globalização, entendido como fenômeno não apenas econômico, mas sócio-cultural teve efeito na transformação da experiência infantil. Por um lado, a globalização provocou a intensificação de uma cultura de consumo que tomou a criança como objeto privilegiado do mercado. Foram introduzidos novos produtos que tiveram como efeito a homogeneização da cultura infantil. Por outro, tal homogeneização incide sob crianças de diferentes extratos sociais e possibilidades de acesso ao consumo, num pais pauperizado. Assim e que a homogeneização cutural fez-se acompanhar pela produção de novas desigualdades e heterogeneização da condição social das criancas.

This paper analysis, through a historiographic perspective, the impact of the recent Argentine history in the way children from different social stratification enjoy their childhood. Having the end of the military regime as a landmark, in the 1980's, our goal is to apprehend how the globalization process, perceived not only as an economic but also sociocultural phenomenon, resulted in the transformation of the childhood experience. On the one hand, globalization arouses the intensification of a culture of consumption, which regards children as a key target in a privileged market. New products have been introduced generating the homogenization of the culture of childhood. On the other hand, such homogenization has affected children of different social stratification and their access to consumption, in an extremely poor country. This way, the cultural homogenization went along with the production of new inequalities and the heterogenization of children's social conditions.

This article presents a critical reflection on certain developments in educational historiography in Argentina, based on a study of the impact of the social, economic and political transformations of the final decades of the 19th century and the processes of appropriating European theories in the global scenario. The proposal is made to explore the forms and processes of constructing a common language in the academic field, in the framework of processes of academic globalization. The suggestion is to study individual, local uses of "universal" or "universalized" references, while recognizing the active role of the subject/researcher. Using a series of concepts (interpretative community, history of the present, and intellectual experience), the article analyzes the characteristics assumed by the production of knowledge, in a context that combines phenomena of the localization and transnationalization of knowledge, while describing and analyzing the situations and paradoxes presented by research on the history of education in Argentina.

Este trabajo plantea una reflexión crítica sobre algunos desarrollos de la historiografía educativa de la Argentina, a partir de interrogar el impacto de las transformaciones sociales, políticas y económicas de las últimas décadas del siglo XX y los procesos de apropiación de teorías europeas en el escenario global. Se propone explorar las formas y procesos de construcción de un lenguaje común en el campo académico, en el marco de procesos de globalización académica, y sugiere la indagación de los usos locales y singulares de referencias "universales" o "universalizadas", reconociendo el papel activo del sujeto-investigador. A partir de una serie de conceptos (comunidad interpretativa, historia del presente y experiencia intelectual), analiza las características que asume la producción de conocimiento, en un contexto que combina fenómenos de localización y de transnacionalización del saber, describiendo y analizado las situaciones y paradojas que presenta la investigación histórico-educativa en la Argentina.

This paper explores the characteristic modes of the university experience as perceived by students of Buenos Aires University in the early 21st Century. In our times, the university experience appears as a significant object of historical research in a scenario where academic traditions are undergoing a crisis, while we witness social reconfiguration and a new type of insertion both in Argentinean public universities as in those of other countries. From the narratives of students' lives, a reconstruction of daily life in a university context enables us to have an insight into the new dynamics of the cultural process taking place in the institutions and to identify factors and phenomena that point to elements of continuity and discontinuity with reference to other historical periods.

The main objective of this article is to expound a group of theoretical reflections, which are part of a research project called "The intergenerational process of the transmission of culture into the second middle of the XX century, in Argentine. Education and Cultural Consume". (UBACYT, 2004-2007). This project proposes a set of hypotheses about the specialized discourse of history of education in Argentine, during the last decades of the past century. Besides, presents the dilemmas about the treatment of those discourses in the past. In other way, the project points out the impact of the argentineans recent transformations on the constructions of narratives about the present time. The inquiry of a set of concepts (transmission, experience, identity, appropriation, identification, narration) provides us with new perspectives for analyzing both long term processes and the present time as a source of different temporalities.

Este artículo tiene por objeto exponer una serie de reflexiones teóricas, vinculadas con un proyecto de investigación en curso titulado "Los procesos intergeneracionales de transmisión de la cultura en la segunda mitad del siglo XX en la Argentina. Educación y consumos culturales" (UBACYT, 2004-2007). Plantea una serie de hipótesis a modo de conjeturas sobre el discurso especializado de la historia de la educación producido en la Argentina en las últimas décadas del siglo XX y señala los dilemas a que se vio enfrentado en el tratamiento del pasado. Señala por otra parte el impacto de las transformaciones recientes de la Argentina sobre la construcción de relatos sobre el pasado y sobre las narraciones del tiempo presente. A partir de la indagación de una serie de conceptos (transmisión, experiencia, apropiación, identidad, identificación, narración, etc) propone nuevas perspectivas para la indagación tanto de los procesos de larga duración, como del tiempo presente como sede de distintas temporalidades.