Educación y democracia en los discursos reformistas del protestantismo liberal en Argentina (1900-1930)
Bibliographic record
Abstract
Entre fines del siglo XIX y principios del XX es posible ubicar en la Argentina al protestantismo liberal , minoria religiosa anticlerical que participo en el debate politico educativo en torno a la construccion de la ciudadania. En el entramado de las tensiones propias del periodo entre 1900 y 1930 que Ansaldi (1994) caracteriza como de la hegemonia burguesa , ubicamos producciones discursivas difundidas por medio de la revista mensual “ La Reforma: revista de religion, educacion, historia y ciencias sociales (revista de revistas)” desde la cual se promovia una reforma educativa, politica y cultural. Dicha publicacion, que nutria al mismo tiempo iniciativas educativas en co-participacion con el Estado, deja entrever la difusion de discursos que formaron parte de una nutrida produccion que abordaba la problematica inherente a la construccion de una republica democratica, frente al irresuelto problema de la cuestion social. En este trabajo nos aproximamos desde una perspectiva interdisciplinaria a producciones discursivas referidas a estas problematicas en las que encontramos elementos constitutivos de tradiciones heredadas de la religiosidad protestante, la filosofia liberal y formulaciones elaboradas en el contexto de la consolidacion de las democracias y regimenes republicanos de los EEUU y Canada. Vinculaciones politicas e ideologicas de esta minoria con sectores del poder politico permearon su difusion, lo que otorga un marco para su interpretacion en el particular contexto de expansion del Estado argentino y el proceso de ampliacion de los derechos politicos.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".