The Dimensions of Hacer. The Editorial Rescue of a Cultural, Pedagogical, and Political Experience on the Argentine Litoral (1967-1970)

Abstract

Hacer. Publicación mensual para maestros (Rosario, 1967-1970) represents a singular editorial experience within the field of Argentine pedagogical press. Created by teachers from the Litoral region amid a context of growing educational conflict and censorship, its proposal combined disciplinary updates, didactic reflection, aesthetic design, and political commitment. This article analyzes the magazine from a situated perspective, drawing on the archival, material, and visual turns, and proposes a reading of Hacer as a pedagogical, cultural, and affective artifact. Based on the analysis of its 15 issues —preserved in the archive of Biblioteca Vigil— the study examines three core dimensions: the trajectories of the editorial team; the graphic materiality and modes of circulation, and the magazine’s strategies of interpellation its readership. The findings reveal how Hacer aimed to transform public education and professional teaching culture from a position shaped by tensions of class, academic formation, and aesthetic sensitivity. The figure of the teacher-reader evoked by the magazine embodies these tensions: one who was expected to be both a refined and updated reader, a reflective practitioner, and a political subject —offering an alternative stance against technocracy, silence, and the fragmentation of teaching work.