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Papers by Mariana Trinidad Gonzalez Palacios
Ludicamente, Jan 5, 2015
In this article we seek to investigate the varied ways in which the sexo-generic differences are ... more In this article we seek to investigate the varied ways in which the sexo-generic differences are conceived in schools. In particular, we pay special attention to those interpretations that assume the existence of a process of identification and developement of gender and sexuality during childhood. Through the analysis of various empiric materials, our aim is to reveal the way in which the binary logic seems to inform every day practices at school. In this sense we maintain that the binary logic anticipates a crystalized definition of childrens’ sexuality, working as a sort of diagnosis. In order to reach our goal, we first describe what is conceived at school as the “normal developement” of childrens’ sexuality, and we will reflect on its importance. Secondly, we summarize briefly the different theoretical perspectives on gender and sexuality within the antrhopology of education. Finally, we will describe the processes of creation of otherness that take place in the analyzed experiences.
Revista Ludicamente, Feb 10, 2013
Resumen Summaries Nos proponemos dar cuenta de las principales reflexiones a las que hemos arriba... more Resumen Summaries Nos proponemos dar cuenta de las principales reflexiones a las que hemos arribado a partir de nuestro trabajo como capacitadoras docentes sobre niñez, género y educación. Allí indagamos, junto con los/as docentes de la Ciudad de Buenos Aires, los modos en que se producen, reproducen y resignifican las desigualdades de género en las experiencias lúdicas que tienen las niñas y los niños en la escolarización inicial. Nuestro abordaje se ancla en una perspectiva antropológica que busca dilucidar las complejas vinculaciones entre la diversidad y desigualdad. Es por ello que en este artículo, en primer lugar, presentaremos los debates centrales de la disciplina que han orientado nuestra problematización de las concepciones y relaciones de género en el campo de la educación. Desde este andamiaje conceptual, analizaremos diferentes situaciones reconstruidas por los/as propios/as docentes, así como también algunos registros de campo elaborados en el marco de las capacitaciones realizadas desde el año 2005. Como parte de este recorrido analítico, procuraremos revisar, específicamente, las intervenciones docentes en la dimensión más cotidiana de la desigualdad de género en las propuestas lúdicas de los jardines de infantes. PALABRAS CLAVES: Juego; Género; Escolarización infantil; Intervención docente. The article presents the principal conclusions that we have drawn from our educational courses for teachers of Buenos Aires's schools. The courses focus on childhood, gender and education. In these workshops, we analyze together with the teachers the ways gender inequalities are produced, reproduced, and transformed within educational experiences, especially those related to children's play. Our perspective is informed by anthropological debates in the matter, and we are specially interested in exploring the links between cultural diversity and social inequalities. Thus, in this article, we will present, at first, the central debates in Anthropology that guide our approach to gender perspective in the educational field. Then, we will analyze several situations that teachers reconstruct from their own practices, as well as some field registers that we elaborated in our visits to different schools since 2005. We will focus on teachers' interventions in playful experiences in kindergartens as a way of elucidate the role of gender differentiation processes on daily basis.
Cadernos de Pesquisa, 2014
El artículo señala la importancia de comprender los conocimientos sociales de los niños y niñas, ... more El artículo señala la importancia de comprender los conocimientos sociales de los niños y niñas, situando sus construcciones en las relaciones sociales que se reproducen y actualizan en las prácticas cotidianas. Con este fin, se analizarán las contribuciones metodológicas y conceptuales de la antropología y la teoría psicogenética, y se argumentará que es posible construir un abordaje que articule aspectos trabajados en ambos campos disciplinares. Se revisarán las características centrales del método clínico-crítico y de la etnografía, destacando sus potencialidades y límites. Aquí se hará hincapié en la utilización de entrevistas. A su vez, se sostendrá que, dentro de una aproximación etnográfica, es necesario resignificar el método clínico de acuerdo con los presupuestos antropológicos.
Integrative Psychological and Behavioral Science, 2014
We analyze different methodological and conceptual contributions of anthropology and psychogeneti... more We analyze different methodological and conceptual contributions of anthropology and psychogenetic theory to the research of children's religious knowledge. We argue that for the study of children's points of view it is possible to build an approach that links aspects studied by both disciplinary fields. With this aim, we revise some of their basic theoretical assumptions and recent reviews as well as their methodological proposals. Then we review the core characteristics of ethnography and the clinical-critical method-proposed by Piaget's psychogenetic theory-with the goal of stressing their potentialities as well as their limitations in research. We argue that within an ethnographic approach, we must establish certain restrictions on the clinical-critical method following basic premises of social anthropology. This approach lets us demonstrate the importance of understanding children's constructions by placing them within social relations that children produce and update in everyday interactions.
AJP: Regulatory, Integrative and Comparative Physiology, 2011
Injections of the melanocortin 3/4 receptor (MCR) agonist melanotan II (MTII) to a variety of bra... more Injections of the melanocortin 3/4 receptor (MCR) agonist melanotan II (MTII) to a variety of brain structures produces anorexia, suggesting distributed brain MCR control of food intake. We performed a detailed analysis of feeding behavior (licking microstructure analysis) after a range of MTII doses (0.005 nM to 1 nM) was targeted to the forebrain (third ventricle, 3V) or hindbrain (fourth ventricle, 4V) regions. MTII (0.1 nM and 1 nM) delivered to the 3V or 4V significantly reduced 0.8 M sucrose intake. The anorexia was mediated by reductions in the number of licking bursts in the meal, intrameal ingestion rate, and meal duration; these measures have been associated with postingestive feedback inhibition of feeding. Anorexia after 3V but not 4V MTII injection was also associated with a reduced rate of licking in the first minute (initial lick rate) and reduced mean duration of licking bursts; these measures have been associated with taste evaluation. MTII effects on taste evaluati...
Ludicamente, Jan 5, 2015
In this article we seek to investigate the varied ways in which the sexo-generic differences are ... more In this article we seek to investigate the varied ways in which the sexo-generic differences are conceived in schools. In particular, we pay special attention to those interpretations that assume the existence of a process of identification and developement of gender and sexuality during childhood. Through the analysis of various empiric materials, our aim is to reveal the way in which the binary logic seems to inform every day practices at school. In this sense we maintain that the binary logic anticipates a crystalized definition of childrens’ sexuality, working as a sort of diagnosis. In order to reach our goal, we first describe what is conceived at school as the “normal developement” of childrens’ sexuality, and we will reflect on its importance. Secondly, we summarize briefly the different theoretical perspectives on gender and sexuality within the antrhopology of education. Finally, we will describe the processes of creation of otherness that take place in the analyzed experiences.
Revista Ludicamente, Feb 10, 2013
Resumen Summaries Nos proponemos dar cuenta de las principales reflexiones a las que hemos arriba... more Resumen Summaries Nos proponemos dar cuenta de las principales reflexiones a las que hemos arribado a partir de nuestro trabajo como capacitadoras docentes sobre niñez, género y educación. Allí indagamos, junto con los/as docentes de la Ciudad de Buenos Aires, los modos en que se producen, reproducen y resignifican las desigualdades de género en las experiencias lúdicas que tienen las niñas y los niños en la escolarización inicial. Nuestro abordaje se ancla en una perspectiva antropológica que busca dilucidar las complejas vinculaciones entre la diversidad y desigualdad. Es por ello que en este artículo, en primer lugar, presentaremos los debates centrales de la disciplina que han orientado nuestra problematización de las concepciones y relaciones de género en el campo de la educación. Desde este andamiaje conceptual, analizaremos diferentes situaciones reconstruidas por los/as propios/as docentes, así como también algunos registros de campo elaborados en el marco de las capacitaciones realizadas desde el año 2005. Como parte de este recorrido analítico, procuraremos revisar, específicamente, las intervenciones docentes en la dimensión más cotidiana de la desigualdad de género en las propuestas lúdicas de los jardines de infantes. PALABRAS CLAVES: Juego; Género; Escolarización infantil; Intervención docente. The article presents the principal conclusions that we have drawn from our educational courses for teachers of Buenos Aires's schools. The courses focus on childhood, gender and education. In these workshops, we analyze together with the teachers the ways gender inequalities are produced, reproduced, and transformed within educational experiences, especially those related to children's play. Our perspective is informed by anthropological debates in the matter, and we are specially interested in exploring the links between cultural diversity and social inequalities. Thus, in this article, we will present, at first, the central debates in Anthropology that guide our approach to gender perspective in the educational field. Then, we will analyze several situations that teachers reconstruct from their own practices, as well as some field registers that we elaborated in our visits to different schools since 2005. We will focus on teachers' interventions in playful experiences in kindergartens as a way of elucidate the role of gender differentiation processes on daily basis.
Cadernos de Pesquisa, 2014
El artículo señala la importancia de comprender los conocimientos sociales de los niños y niñas, ... more El artículo señala la importancia de comprender los conocimientos sociales de los niños y niñas, situando sus construcciones en las relaciones sociales que se reproducen y actualizan en las prácticas cotidianas. Con este fin, se analizarán las contribuciones metodológicas y conceptuales de la antropología y la teoría psicogenética, y se argumentará que es posible construir un abordaje que articule aspectos trabajados en ambos campos disciplinares. Se revisarán las características centrales del método clínico-crítico y de la etnografía, destacando sus potencialidades y límites. Aquí se hará hincapié en la utilización de entrevistas. A su vez, se sostendrá que, dentro de una aproximación etnográfica, es necesario resignificar el método clínico de acuerdo con los presupuestos antropológicos.
Integrative Psychological and Behavioral Science, 2014
We analyze different methodological and conceptual contributions of anthropology and psychogeneti... more We analyze different methodological and conceptual contributions of anthropology and psychogenetic theory to the research of children's religious knowledge. We argue that for the study of children's points of view it is possible to build an approach that links aspects studied by both disciplinary fields. With this aim, we revise some of their basic theoretical assumptions and recent reviews as well as their methodological proposals. Then we review the core characteristics of ethnography and the clinical-critical method-proposed by Piaget's psychogenetic theory-with the goal of stressing their potentialities as well as their limitations in research. We argue that within an ethnographic approach, we must establish certain restrictions on the clinical-critical method following basic premises of social anthropology. This approach lets us demonstrate the importance of understanding children's constructions by placing them within social relations that children produce and update in everyday interactions.
AJP: Regulatory, Integrative and Comparative Physiology, 2011
Injections of the melanocortin 3/4 receptor (MCR) agonist melanotan II (MTII) to a variety of bra... more Injections of the melanocortin 3/4 receptor (MCR) agonist melanotan II (MTII) to a variety of brain structures produces anorexia, suggesting distributed brain MCR control of food intake. We performed a detailed analysis of feeding behavior (licking microstructure analysis) after a range of MTII doses (0.005 nM to 1 nM) was targeted to the forebrain (third ventricle, 3V) or hindbrain (fourth ventricle, 4V) regions. MTII (0.1 nM and 1 nM) delivered to the 3V or 4V significantly reduced 0.8 M sucrose intake. The anorexia was mediated by reductions in the number of licking bursts in the meal, intrameal ingestion rate, and meal duration; these measures have been associated with postingestive feedback inhibition of feeding. Anorexia after 3V but not 4V MTII injection was also associated with a reduced rate of licking in the first minute (initial lick rate) and reduced mean duration of licking bursts; these measures have been associated with taste evaluation. MTII effects on taste evaluati...