This paper presents an analysis of the process of conformation of the economic region of Cuyo, whose main activity is industrial viticulture. To this end, the factors that made this conformation possible are investigated: inmigration, railway and political power participation through the enactment of provincial and national laws. It is concluded by maintaining that the process was perfected in 1904 with the promulgations of national law Nº 4363 called “Winemaking”

This paper seeks to reflect on human nature as a possible source of conflict among states in the international arena, starting from the first image proposed by Kenneth Waltz. Political realism, the theoretical perspective to which the aforementioned author subscribes, regards human nature as an essential factor when it comes to understanding conflict and absolute violence. Violence that has claimed countless victims, and has preceded most of the political and social changes in the history of humanity.

According to the specialized literature, within the framework of the Doctrine of National Security authoritarian states are outlined throughout the Southern Cone The content is characterized by characterizing the activities of human rights, producing miles of arrests for political reasons, kidnappings and disappearance of people, tortures and exiles and insilios of miles of persecuted. Within this framework, the realization of this article is inscribed, which includes the form of situations of exile and insilio that took place in the context of the last civic-military dictatorship of Argentina (1976- 1983), from the perspective of those who experience, That is, its protagonists. To achieve what has been achieved, not only the theoretical elements can be used, but also fundamentally, the first-hand interviews, the technique of oral history, the articulate response, the existential relationships of the direct agents in the context of the contextual drama in general.

The purpose of this article is to analyze the relationships and tensions between two conceptual categories that are usually identified as conflicting and that are always present within the platforms of government of any political party, such as education and indoctrination. In this case, the educational policies deployed during the second Peronist government (1952 to 1955) will be tackled contextually, considering them a fundamental part of the formula of social mobility, which was a transversal objective to all areas of Peronist government. Firstly, we will investigate about the characteristics and scope of the educational policy implemented by Perón since 1952, focusing the work around the role of the Eva Perón Foundation. At the initiative of Eva Perón, the foundation had as one of its basic axes the education of both children and adolescents. The importance of the study lies in the role of education on the one hand as a general tool of social promotion but also, and in terms of the perception that over the years remains regarding Peronism, putting into discussion to what extent these educational policies they were used as part of a political indoctrination. It will try to know and understand the legitimacy of these educational policies and whether or not it is a kind of “political indoctrination” through recovering the life experiences of people who were part of that educational process. To do this, through the methodological tool that constitutes oral history, the testimonies of former students of the Student City, a fundamental part of the Eva Perón Foundation, will be rescued.

When we speak of Comprehensive Sexual Education we refer to the set of activities carried out in educational institutions so that boys and girls learn to know their own body, assume responsible values and attitudes related to sexuality, know and respect the right to identity, non-discrimination and good treatment. National Law 26,150, sanctioned in 2006 and the National Program for Comprehensive Sexual Education created from it guarantee at the national, provincial and municipal levels the right to receive Comprehensive Sexual Education (ESI) in both state and private schools. Secular or confessional. It includes all educational levels: initial, primary, secondary and non-university tertiary and teacher training, adapting the contents gradually, according to the age of the students. In the Province of San Juan we find ourselves in a constant dichotomy, since it adhered to that Law but it is not implemented in the system, at least in a formal way. It is from this work that we will analyze the impact of this Law in the province and its possible implementation or resistance.