The present work analyze the metropolitan transformations and popular education in Buenos Aires. During the 90’s, in fact, the neoliberal reforms deeply transformed the labor organization an urban spaces in Argentina leaving a lots of social “black holes”. Especially the metropolitan area of Buenos Aires was touched by the neoliberals policies where the "new poverty" has materialized in the separation between rich districts and poor neighborhoods, lacking both in terms of minimum services infrastructure and inhabited mostly by immigrants and young people in precarious economic situation and therefore highly vulnerable. Social movements started to organize themselves in a self managed way, starting from the neighborhood’s assemblies and the self managed factories: starting from the 2001 crisis a lot of factories failed and the workers started to occupy and self manage the production. At the same time the educational reform transformed the whole educational system so that popular education meet self managed schools in the occupied factories spaces building up a new pedagogical project and a new relationship with the central state.
Articolo di approfondimento sull'esperienza delle scuole popolari nelle fabbriche recuperate a Buenos Aires.
Trasformazioni metropolitane ed educazione popolare a Buenos Aires / Castronovo, Alioscia; Giuliana, Visco. - In: URBANISTICATRE. - ISSN 1973-9702. - ELETTRONICO. - 3:(2013), pp. 95-102.
Trasformazioni metropolitane ed educazione popolare a Buenos Aires
CASTRONOVO, ALIOSCIA;
2013
Abstract
The present work analyze the metropolitan transformations and popular education in Buenos Aires. During the 90’s, in fact, the neoliberal reforms deeply transformed the labor organization an urban spaces in Argentina leaving a lots of social “black holes”. Especially the metropolitan area of Buenos Aires was touched by the neoliberals policies where the "new poverty" has materialized in the separation between rich districts and poor neighborhoods, lacking both in terms of minimum services infrastructure and inhabited mostly by immigrants and young people in precarious economic situation and therefore highly vulnerable. Social movements started to organize themselves in a self managed way, starting from the neighborhood’s assemblies and the self managed factories: starting from the 2001 crisis a lot of factories failed and the workers started to occupy and self manage the production. At the same time the educational reform transformed the whole educational system so that popular education meet self managed schools in the occupied factories spaces building up a new pedagogical project and a new relationship with the central state.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.