Autor/es
Descripción
ver mas
Colaborador
Montesinos, María Paula
Materias
Spatial Coverage
Temporal Coverage
2006-2009
Idioma
spa
Extent
226 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 2.0 Genérica (CC BY-NC-ND 2.0)
Formato
application/pdf
Identificador
Cobertura
7593303
Ciudad Autónoma de Buenos Aires (autonomus city)
2006-2009
Abstract
This thesis looks into the reorientations, continuities and resignifications of socio-educational policy over the last decade in Argentina. It focuses on the case of the National Program for Educational Inclusion Todos a Estudiar, implemented on the national level between 2004 and 2009, and in the city of Buenos Aires, as of 2006.
Through interviewing the main actors involved, I attempt to document what has not been documented: the production process of state policies carried out by situated subjects, that interpret and problematize the present through experiences crafted in other spaces and times, but that are updated when taking new courses of action. One of the analyzed dimensions refers to the definition process of this educational policy line that aims to achieve the reentry of school-aged teenagers between 11 and 18, as well as the assumptions regarding the beneficiaries and their life conditions. The program, approached as an analyzer of recent processes, anticipated certain principles and foundations that have been discussed during the debate and sanctioning period of the National Education Law (Law number 26.206, from 2006).
As a national policy implemented jointly with jurisdictional state administrations, research focuses on the production of areas of reinterpretation, negotiation and appropriation of policy lines that are expressed, in each particular space, mediated by subjects that contest meanings attached to the original project.
In addition, the program anticipated its development as part of a system of joint management, between the State and civil society organizations on the national, jurisdictional and local levels of implementation. The articulations between state and non-state actors refer to projects whose contents have varied among neoliberal orientations and current scenarios expressed in national and federal regulations. A socio-anthropological approach reveals the diversity and complexity of the field of the non-state organizations that were summoned on the national level to participate in the program’s definition, diffusion and training actions –which received funding from a transnational organization-, as well as the changes in the forms of participation over time, and according to the profile of the CSO.
In contrast, on the local level, neighborhood organizations working with the program, along with the educational institution, offered ways of complying with the considerations demanded to the people registered within the framework of a focalized policy. Approaching the socio-territorial network produced by the program around a school in the southern area of the City of Buenos Aires, reveals the differential meanings attached locally to the program, in addition to the fragmentation and resource insufficiency with which small neighborhood associations solve their day to day needs.
In this network of relations, school actors firmly fostered the construcion of ties with the surrounding organizations at the onset of the program’s implementation. However, later on, they reoriented their efforts and contested meaning through actions directed at impacting on the institutions of the educational system, pushing for the opening of new student places and the production of meaningful spaces for youth within the school itself.
Through interviewing the main actors involved, I attempt to document what has not been documented: the production process of state policies carried out by situated subjects, that interpret and problematize the present through experiences crafted in other spaces and times, but that are updated when taking new courses of action. One of the analyzed dimensions refers to the definition process of this educational policy line that aims to achieve the reentry of school-aged teenagers between 11 and 18, as well as the assumptions regarding the beneficiaries and their life conditions. The program, approached as an analyzer of recent processes, anticipated certain principles and foundations that have been discussed during the debate and sanctioning period of the National Education Law (Law number 26.206, from 2006).
As a national policy implemented jointly with jurisdictional state administrations, research focuses on the production of areas of reinterpretation, negotiation and appropriation of policy lines that are expressed, in each particular space, mediated by subjects that contest meanings attached to the original project.
In addition, the program anticipated its development as part of a system of joint management, between the State and civil society organizations on the national, jurisdictional and local levels of implementation. The articulations between state and non-state actors refer to projects whose contents have varied among neoliberal orientations and current scenarios expressed in national and federal regulations. A socio-anthropological approach reveals the diversity and complexity of the field of the non-state organizations that were summoned on the national level to participate in the program’s definition, diffusion and training actions –which received funding from a transnational organization-, as well as the changes in the forms of participation over time, and according to the profile of the CSO.
In contrast, on the local level, neighborhood organizations working with the program, along with the educational institution, offered ways of complying with the considerations demanded to the people registered within the framework of a focalized policy. Approaching the socio-territorial network produced by the program around a school in the southern area of the City of Buenos Aires, reveals the differential meanings attached locally to the program, in addition to the fragmentation and resource insufficiency with which small neighborhood associations solve their day to day needs.
In this network of relations, school actors firmly fostered the construcion of ties with the surrounding organizations at the onset of the program’s implementation. However, later on, they reoriented their efforts and contested meaning through actions directed at impacting on the institutions of the educational system, pushing for the opening of new student places and the production of meaningful spaces for youth within the school itself.
Título obtenido
Magister de la Universidad de Buenos Aires en Políticas Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales