ABSTRACT
Dewey’s repercussions in Argentina will be considered in this chapter from a point of view suggested by the theory of articulation and modern literary theory. Pedagogical fields operate as “translation matrices” which include foreign pedagogies within peculiar constellations of meaning. In Argentina, despite the liberal impulse of the nineteenth century, pragmatism was always confined to the margins of the school system. Dewey’s work was generally considered as equivalent to practical curriculum and vocationalism, and thus it was contested by the prevalent humanist trend. Two closely-related problems are dealt with in this work: the scope and limits of educational liberalism and the evolution of the New School movement in our region.
