Educación y relaciones de poder en una comunidad toba del Chaco argentino1

Abstract

With the analyses of a Toba “aboriginal community” school dynamics (East of Formosa Province) as a starting point, this research is focused on the study of the causes of school dropout, especially at the Polimodal level, and on the answers, strategies and measures that were taken by the local educational community in accordance with the power relationships resulting from their members’ social positions. Bourdieu’s proposal on the need of a “relational perspective” will be followed, in order to avoid understanding the social world from a “substantialist” point of view.