TERRITORIAL STUDIES IN ARGENTINA

AN INTERDISCIPLINARY APPROACH

ARGENTINA, A COUNTRY OF CONTRAST

Course Main Goal To gain insights into Argentina’s cultural diversity and its main productive areas from the economic, cultural and environmental perspective.

Course description Students will get a cross-cultural experience and perspectives on Argentina’s main productive areas and its historic and economic role as a major food producer, where people, culture, landscapes, plant and animal life are diverse. In addition, they will be culturally enriched by experiencing a blend of culture, language, history, art and traditions related to the main productive areas. The course comprises different group activities, such as, discussion groups, seminars, etc.

Courseload 45 hours (2 hours period, 4 days a week plus visit sites). Students will have the chance to visit main productive sites and experience short study trips (as livestock markets, ecological reservation and Delta del Paraná Biosphere Reserve) throughout the program.

Course Contents The role of Agriculture in Argentina. Economic, Political & Social Changes. Historical and Anthropological perspectives. Argentina’s main regions. The Humid Pampas, Cuyo, Patagonia, etc. (I): Demographical, socioeconomic, agricultural, historical, landscape and cultural (music, art, customs) aspects. Other relevant regions. Territorial Studies. Areas of Study. 1- Pampa Húmeda (Humid Pampas) 2- Patagonia 3- Iguazú Falls – Mesopotamia 4- Cuyo 5- North West Region. 1) The Humid Pampas Myths and Economic facts (gauchos, soybean myth). Leading roles. Agroexporting model. Agricultural clusters and soybean production – agricultural production, cattle raising and beef production. Agrifood and commoditization. The Rural and Urban tandem. Immigration and cultural perspectives. Buenos Aires port as a cultural bridge. 2) Patagonia at a glance : From Darwin to Moreno The conquest of the dessert. Land occupation. Some Patagonian legends : “The Welsh enclave”. “Black and white gold”. “The Lighthouse at the end of the world”. Demographic Dilemma: “Patagonia’s challenges for the next decade” 3) Mesopotamia Region Intensive Production. Iguazú Falls. The Jesuit missions. Natural Resources and description of different flora and fauna species. Subtropical rainforest. The “humedales” (wetlands) in Corrientes Province. Yerba Mate ( Ilex paraguariensis ), cottom, tobacco and tea production. 4) Cuyo Region Wine Production & Vineyards. “The Route of Wine” Niche Markets for Cuyo Wine. Export Brands. Opportunities for Wine investors in Cuyo. Aconcagua. “ The Andes Crossing and Independence from the Sspanish rule” 5) North West Region “Culture on High Peaks” (a view of different traditions and customs of the Argentine indigenous people). The Royal Way – Alto Peru (a region governed by the Spanish rule) Cultural Relevance – ethnic groups and anthropological sites.

TEACHING METHODOLOGY This course is based on active learning, which is enhanced through both individual and group activities. Teaching and learning processes rely heavily on the discussion of issues raised in selected publications and teaching aids prepared by professors. Students read the selected materials before the class and should be ready to contribute to debates, group activities, etc., in large and small group activities. There will also be group work based on the analysis and discussion of situations. A student-focused approach will be used, which includes: Discussion, Case Studies, Film Clips and Visual Aids to Prompt Discussions, Student Oral Reports and small Group Activities Field work within the period of the course integrates the knowledge gained through the analysis and reflection of specific situations

ASSESSMENT METHODS The assessment of course work will be based on the writing of individual and group assignments, and on students´oral presentations and participation in group activities. Students are required a minimum of 75 % attendance at practical classes and field trips.

DIRECTOR Master in Ed. Sciences Maria Cristina Plencovich, BA Educational Sciences, Sworn English Translator, Prospective PhD in Education, Full Professor Agricultural Education Area. University of Buenos Aires, School of Agriculture of the University of Buenos Aires.

ACADEMIC STAFF Eng. Agr. Mg Sc. Dr. Eduardo A. Pagano, Full Professor, Biochemistry Chair, Vice- Dean School of Agriculture of the University of Buenos Aires.

MA Alejandro Lozano, BA Politics at University of Buenos Aires, MA International Relations & Globalization - London Metropolitan University.