A child's house: social memory, identity, and the construction of childhood in early postclassic Mexican households.

Despite the recent attention given to the archaeology of childhood, households continue to be treated by archaeologists as the product of adult behavior and activities. Yet children shaped the decisions and motivations of adults and influenced the structure and organization of daily activities and household space. Further, children's material culture serves to both create and disrupt social norms and daily life, making children essential to understanding broader mechanisms of change and continuity. Thus, archaeologists should reconceptualize houses as places of children. This research brings together multiple lines of evidence from the Early Postclassic site of Xaltocan, Mexico, including ethnohistory, burials, and figurines to reconstruct the social roles and identities of children and to problematize our understanding of households. I argue that thinking of houses as places of children enables us to see that children were essential to daily practice, the construction and transmission of social identity, and household economic success.

Aproximación a un estudio genealógico de la evaluación en Colombia, siglo XX / Aproximação a um estudo genealógico da avaliação na Colômbia, século XX / Approach to a genealogical study of evaluation in Colombia, XX century

Tres problematizaciones articulan la pesquisa: Describir las formas como la evaluación ha signado este lapso de la historia de la educación colombiana (mediante el análisis de las condiciones que permitieron la conformación y consolidación de un saber con pretensiones de autonomía). Rastrear la génesis de los acontecimientos que han posibilitado su emergencia, instalación y operación mediante determinadas prácticas de poder; esta intencionalidad implicó el análisis de los regímenes que han permitido su instalación, su normalización, su permanente presencia; y la especificación de los modos de accionar en los marcos de las denominadas sociedades disciplinaria y de control. Identificar las modalidades de sujetos que produce y gestiona, en razón al establecimiento y a la legitimación de relaciones objetivas-subjetivas, intersubjetivas e interinstitucionales.

Três problematizações articulam esta pesquisa: Descrever as maneiras como a avaliação tem definido este lapso da história da educação colombiana (mediante a analise das condições que permitiram a conformação e a consolidação de um saber com pretensões de autonomia). Seguir a gênese dos acontecimentos que têm possibilitado sua emergência, instalação e consolidação mediante determinadas práticas de poder. Esta intencionalidade implicou a analise dos regimes que têm permitido sua instalação, normalização e sua presencia permanente, como também a especificação dos modos de acionar nas perspectivas das denominadas sociedades disciplinaria e de controle. Identificar as modalidades dos sujeitos que produze e providencia, com referência ao estabelecimento e à legitimação de relações objetivas-subjetivas, intersubjetivas e interinstitucionais.

Three problematizations are considered in this research: to describe the ways how evaluation has characterized this lapse in the history of Colombian education (by means of the analysis of the conditions that allowed the conformation and consolidation of knowledge with autonomy pretensions). To trace the genesis of the events that have made possible its emergence, installation and operation through various power practices; this intentionality implied the analysis of the regimes that have facilitated its installation, normalization and its permanent presence, and the specification of the action modes from the perspective of the so-called disciplinary and control societies. Finally, to identify the modality of the subjects produced and managed by education, with reference to the establishment and legitimization of objective-subjective, inter-subjective and inter-institutional relations.