CAISSO, Lucía. Popular education, traditional education: ethnographic analysis about a conflict at a “popular baccalaureate”. []. , 21, 2, pp.341-364. ISSN 0873-6561.

In this paper, I analyze a conflict unleashed between students and teachers/activists from a “popular baccalaureate” for young people and adults impelled by a social movement from the city of ­Cordoba (Argentina). With that objective, I retrieve different theoretical and methodological contributions from the Latin American educational ethnography, which privilege the addressing of educational institutions as heterogeneous institutions, historically and socially situated and crossed by conflicting processes. From there, I seek to disassociate myself from the terms “popular education” and “traditional education” as dichotomous and designating opposed school formats. I consider this conception - present in great part of the current investigations about “education and social movements” from Argentina - invalidates the possibility to recognize the presence of educational hegemonic practices and senses in the daily life of this “critical” educational experiences. I propose, however, to recover the meaning of hegemonic not as a synonym for dominance but for social conflict.

: Argentine; social movements; popular education; state; civil society.

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