RESUMENEn este trabajo se propone reflexionar, a partir de una metodología histórico comparada, acerca del papel de la escuela secundaria en el proceso de configuración de los sistemas educativos modernos. En este proceso, sabido es que las escuelas secundarias ocuparon un lugar particular: permitieron al mismo tiempo la sistematización y la segmentación de los futuros sistemas educativos. La literatura indica que la expansión y consolidación del nivel secundario sobre la base de uno o varios modelos institucionales pareciera estar en la base de procesos de segmentación y fracaso para los alumnos del nivel secundario en el sistema. A partir del análisis en profundidad de esta modalidad de operación de las escuela secundaria en países centrales, en este trabajo también se presentan hipótesis para analizar el papel que tuvo la escuela secundaria argentina en la configuración del propio sistema educativo. Palabras clave: sistema educativo, escuela secundaria, masificación, segmentación, modelo institucional HIGH SCHOOLS AND MODERN EDUCATIONAL SYSTEMS: COMPARATIVE HISTORICAL ANALYSIS OF CONFIGURATION AND EXPANSION PROCESS IN CENTRAL COUNTRIES AND ARGENTINA ABSTRACTOn the basis of comparative historical methodology, this work sets out to reflect on the role of high school in the process of configuring modern educational systems. The relevant literature indicates that the expansion and consolidation of high school level education on the basis of one or more institutional model is fundamental to processes of segmentation and the failure of that level for students in the system. Such models are more or less privileged depending on the degree of social valorization that accumulate over time. On the basis of an in depth analysis of the operational modality of high schools in central countries, this work presents hypotheses by which to assess the role of high school in the configuration of the Argentine educational system. Key words: educational systems, high school, educational expansion, segmentation, institutional model Introducción En este trabajo se propone reflexionar, a partir de una metodología histórico comparada, acerca del lugar de la escuela secundaria en el proceso de configuración de los sistemas educativos modernos 1 . Desde ese marco se proponen una serie de hipótesis acerca de las características de la configuración y expansión de la escuela secundaria en la Argentina.

Women in Latin America have experienced physical and psychological violence; discrimination; lack of equal opportunities; less recognition for their work, abilities, and capacities. The #MeToo and Time's Up movements (2017) are dealing with the issue of women's role in present-day society and highlight cases of male power towards women. This article offers a reflection on this discussion at universities in the region.

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Conceived for presentation at the XIV WCCES conference in Istanbul in 2010, the topic of which was ''Bordering Comparative Education'', this paper, within that framework, aims to present the current state of the discipline in Latin America in relation to a quick overview of its present-day situation at a global level. After providing an overview of the current debates on comparative education, with special emphasis on what the authors refer to as motor nuclei (a series of milestones or episodes which have become transdiscursive as the discipline has evolved), as well as pinpointing current challenges in the field, this paper looks into the development of the discipline in Latin America and how it has contributed to the understanding of the region's educational systems. The paper also examines the unique relationship between comparative studies and the field of educational planning in Latin America. The authors then go on to provide a thematic analysis, categorising the papers presented at three conferences held by the Sociedad Argentina de Estudios Comparados en Educacio´n (SAECE, the Argentine Society for Comparative Education Studies) in 2005, 2007 and 2009. The paper closes with several conclusions regarding the current debate on the discipline in the region and its possibilities for the future.

Comparative education is a field with a tradition that dates back to the beginning of the nineteenth century. The field has come a long way since the times when travellers sought educational experiences that could be applied in their places of origin; it has expanded across the world, though the rhythm of knowledge production varies significantly from one region to the next. More recently, the increased attention to educational internationalisation has enlarged the pool of perspectives linked to the field. In this paper, we examine some of the more recent debates on comparative education to provide an analysis of the field within a specific context: Latin America. From a historical perspective, we analyse the continuity of, and ruptures between, the field on both global and regional fronts. We emphasise specific features of the region: how was comparison introduced, which were the main loci of production and circulation, who tends to use it at present and for what purpose. We focus on the circulation of themes and practices in three periods of time among Latin American countries. A particular form of academic institutionalisationnot driven by universitiesis a unique feature of the region that differs from paradigmatic comparative education.