<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402024000200001</article-id>
<article-id pub-id-type="doi">10.19136/etie.a7n13.5967</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones y prácticas para el arraigo en los centros educativos para la producción total]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions and practices for rooting in the educational centers to total production]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miano]]></surname>
<given-names><![CDATA[María Amalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Laboratorio de Investigación en Ciencias Humanas  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>7</volume>
<numero>13</numero>
<fpage>1</fpage>
<lpage>13</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402024000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402024000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402024000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se postula el arraigo como categoría para analizar las concepciones y prácticas que se dan en el marco de los Centros Educativos para la Producción Total (escuelas secundarias rurales de alternancia de la provincia de Buenos Aires, Argentina) para lograr la permanencia de los estudiantes y sus familias en los ámbitos rurales. Dos dimensiones del arraigo: la vinculada a la disposición afectiva en relación con el entorno y la que involucra acciones colectivas para mejorar condiciones de vida. Se analizaron datos generados en un trabajo de campo iniciado en el año 2016, realizado con enfoque etnográfico colaborativo. El análisis se realizó mediante la creación de categorías emergentes destacando los posicionamientos de los diversos actores que participan en estos Centros Educativos (familias, estudiantes, funcionarios participaron de la apertura de estos Centros). Se argumenta que, al instituir al arraigo como un objetivo que excede lo educativo, estos Centros Educativos logran la permanencia de las familias rurales a través del desarrollo de proyectos productivos y estrategias para el acceso a la tierra. De esta manera, a través de la articulación con una institución educativa como los CEPT, se logran torcer dinámicas vinculadas al cercamiento y expulsión de las familias rurales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Rooting is postulated as a category to analyze the conceptions and practices that occur within the framework of the Educational Centers for Total Production (rural alternative secondary schools in the province of Buenos Aires, Argentina) to achieve the permanence of students and their families in rural areas. There are two dimensions of rootedness: that linked to the emotional disposition in relation to the environment and that which involves collective actions to improve living conditions. Methodologically, data generated in field work started in 2016, carried out with a collaborative ethnographic approach, was analyzed. The analysis was carried out by creating emerging categories highlighting the positions of the various actors that participate in these Educational Centers (families, students, officials participated in the opening of these Centers). It is argued that, by establishing roots as an objective that exceeds education, these Educational Centers achieve the permanence of rural families through the development of productive projects and strategies for access to land. In this way, through articulation with an educational institution such as the CEPT, dynamics linked to the enclosure and expulsion of rural families are managed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alternancia]]></kwd>
<kwd lng="es"><![CDATA[Arraigo rural]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Participación comunitaria]]></kwd>
<kwd lng="es"><![CDATA[Población rural]]></kwd>
<kwd lng="en"><![CDATA[Alternation]]></kwd>
<kwd lng="en"><![CDATA[Rural rootedness]]></kwd>
<kwd lng="en"><![CDATA[High school education]]></kwd>
<kwd lng="en"><![CDATA[Community participation]]></kwd>
<kwd lng="en"><![CDATA[Rural population]]></kwd>
</kwd-group>
</article-meta>
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