| Summary: | This article shows the need certain social actors have to establish devices that stabilize the conflicts in which they are engaged, in order to insure in the "real world” their discursive claims raised in the public debate. We'll see how the educational conflict in Argentina was aimed at creating a financial package oriented to resolve antagonisms of different types. This conflict had two moments. The first (1993-1997) corresponds to the implementation of the educational reform of the national government, which differed labour disputes to the provinces and created an asymmetry in the education system through centralization of financing and the participation of experts in the policy management. The second stage (1997-1999) is linked to the teacher’s union protest. It is structured around the success of the CTERA to "generalize" the educational issue, forcing the national government to discuss the reform model and the financing of the educational system through the Nation State. In the last part, we will discuss the way a national device is established to introduce additional funding to appease the educational conflict.
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