In Argentina, conditions of access, permanence and promotion in secondary school have been transformed in the last two decades. The right to education is the political banner of the current laws of National Education and Technical Vocational. Based on qualitative research that responds to case studies, we propose to analyze and problematize, from the contributions of Nancy Fraser and Stephen Ball, two instruments of educational policies promoted in secondary schools of Córdoba city where assist a population affected by multiple inequalities: The New Academic Regime, as an instrument designed to reform the school format and, Professionalization Practices under the internship format, as an instrument to get inside the work world. We propose as a guiding hypothesis that the enactment of both instruments promotes dynamics that fight against school exclusion while legitimizes new school inequalities. The results seek to contribute to the current debates about the dynamics and tensions of the processes of educational inclusion/ exclusion in secondary school.
Educational policy; Secondary school; Compulsory; Inclusion; School inequalities.
Maturo, Y. D., Bocchio, M. C., & Miranda, E. M. (2020). La educación secundaria en Argentina: Obligatoriedad, inclusión y producción de nuevas/viejas desigualdades escolares [Secondary education in Argentine: Compulsory, inclusion and production of new/old school inequalities].
Revista Internacional de Educación para la Justicia Social,
9(2), 89-108.
https://doi.org/10.15366/riejs2020.9.2.005
