Autor/es
Descripción
ver mas
Colaborador
Argüello, María Lucila
Materias
Idioma
spa
Extent
59 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
Formato
application/pdf
Identificador
Cobertura
ARG
Abstract
This monograph is part of a line of research on care work. Its objective is to present extended or full-time schools as a way public policy takes over care work, which can contribute to its decommodification and defamiliarization.
The first chapter summarizes conceptual contributions on the socialo rganization of care, from the perspective of welfare provision. Next, the focus is placed on Latin America, considering the unequal distribution of care tasks and the care infrastructure. Likewise, the work develops how these aspects are expressed in Argentina. The problema is historically placed by referring to the crisis of care.
The second chapter addresses the policies of extension of the school day. Taking some European and Latin American cases into account, it examines the different links between school times and the organization of daily activities by families. Then, the monograph analyzes the policy of extending the schoolday in Argentina. First, it reflects on the inclusion of this issue on the public agenda, pondering the meeting points and the tensions between education and care. In the second instance, questions are raised about the subjects at whom this policy is targeted. Finally, the state capacities brought into play in the extension of the school day and the levels of implementation are described.
In sum, by outlining theoretical contributions and empirical findings, the paper highlights the importance of the educational system in the state provision of care and aims to show the relevance of the study of the relationships between school times and family realities.
The first chapter summarizes conceptual contributions on the socialo rganization of care, from the perspective of welfare provision. Next, the focus is placed on Latin America, considering the unequal distribution of care tasks and the care infrastructure. Likewise, the work develops how these aspects are expressed in Argentina. The problema is historically placed by referring to the crisis of care.
The second chapter addresses the policies of extension of the school day. Taking some European and Latin American cases into account, it examines the different links between school times and the organization of daily activities by families. Then, the monograph analyzes the policy of extending the schoolday in Argentina. First, it reflects on the inclusion of this issue on the public agenda, pondering the meeting points and the tensions between education and care. In the second instance, questions are raised about the subjects at whom this policy is targeted. Finally, the state capacities brought into play in the extension of the school day and the levels of implementation are described.
In sum, by outlining theoretical contributions and empirical findings, the paper highlights the importance of the educational system in the state provision of care and aims to show the relevance of the study of the relationships between school times and family realities.
Título obtenido
Especialista de la Universidad de Buenos Aires en Planificación y Gestión de Políticas Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales