Guillermina Yansen

Este trabajo se propone caracterizar y analizar las representaciones de docentes respecto de las normas de uso de las tecnologías digitales (netbooks, teléfonos celulares) en escuelas secundarias argentinas de gestión estatal beneficiadas por el Programa Conectar Igualdad (PCI), implementado entre 2010 y 2017 bajo el modelo 1 a 1. Metodológicamente, el artículo se apoya en la revisión de fuentes primarias producidas en una investigación realizada en 2015, específicamente 16 entrevistas en profundidad a docentes de escuelas secundarias argentinas beneficiarias del PCI distribuidas a lo largo del territorio nacional. Así, se busca responder a las siguientes preguntas: ¿Qué sentidos otorgan los docentes a las normas vinculadas a las tecnologías digitales (TD) en la escuela? ¿Cuáles les parecen problemáticos? ¿Cómo lo expresan? Reconstruir el sentido y los argumentos que los docentes ofrecen resulta fundamental para el establecimiento, aún difuso y heterogéneo, de marcos regulatorios precisos para el uso de las TD en las instituciones escolares.

Abstract
This paper aims to characterize and analyze teacher representations regarding the standards of use of digital technologies (netbooks, cell phones) in Argentine public high schools benefited from the Connect Equality Program (CEP), implemented between 2010 and 2017 under the 1 to 1 model. For that, we reviewed primary sources produced through a research work conducted in 2015, specifically 16 in-depth interviews with teachers of argentine high schools benefiting from the CEP distributed throughout the national territory. This research seeks to answer the following questions: What senses do teachers give to the standards related to digital technologies (DT) in school? Which ones do they find problematic? How do they express that? Reconstructing the meaning and opinions offered by teachers is essential for the establishment, yet diffuse and heterogeneous, of precise regulatory frameworks for the use of DT in school institutions.

This article aims to apply some concepts from cognitive materialism to the sociological problem of social stratification in capitalism, both in theoretical and abstract terms and through concrete historical examples. After discussing the necessity for a theory of social classes, a division is presented between two types of resources: those intensive in material and energy, and those which are knowledge intensive. At the same time three alternative conditions of access to these resources are theorized: exclusive access (applicable to physical or intellectual property), non-exclusive access, and no access. Combining the different types of resource with the different types of access, we obtain a proposal for a theory of classes (reclaiming this theory as the most powerful for the analysis of social stratification) which we apply, in a simplified and schematic way, to various periods. Thus, we analyze social strata in the transition from feudalism to mercantile capitalism, the subsequent transition to industrial capitalism (in which we distinguish two clearly differentiated stages), and finally, in the current transformation into informational capitalism.

The aim of this paper is to reflect on the productive activity of prosumers' on the Web, as a specific portion of freework, from the point of view of informational cognitive exploitation. Taking into account previous studies on the subject where exploitative relationships within prosumers' activities has been pointed out,the authors believe that the literature still lacks a more detailed theoretical approach capable of grasping the differences between this type of exploitation and classical exploitation, and casting light on its defining aspects. Thus, this paper will attempt to develop the idea that cognitive exploitation constitutes a concealed relationship of prosumer activity and, taking the knowledge support that drives it as the main criteria, the characteristics of this novel type of exploitation will be studied.