From the history of a level for the few to the pride of the carriage driver

In the 21st century, inclusion has become an imperative of public policies in the educational field. In Argentina, this has resulted in a set of policies aimed at generating conditions to include the most vulnerable sectors in the educational system and in new demands and expectations for the recent...

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Autor principal: Beltramino, Lucía
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024
Acceso en línea:https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45059
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Cuadernos de Educación de Universidad Nacional de Córdoba
id I10-R347-article-45059
record_format ojs
spelling I10-R347-article-450592024-10-28T21:17:45Z From the history of a level for the few to the pride of the carriage driver De la historia de un nivel para pocos al orgullo de un carrero Da história de um nível para poucos ao orgulho do condutor de carruagens Beltramino, Lucía In the 21st century, inclusion has become an imperative of public policies in the educational field. In Argentina, this has resulted in a set of policies aimed at generating conditions to include the most vulnerable sectors in the educational system and in new demands and expectations for the recently compulsory secondary level. In this article we share advances of a research on educational inclusion practices, understanding it as a complex process. Based on the ethnographic work carried out, we focus on the act of graduating from a secondary school in order to recognize signs of educational inclusion and to broaden the view in order to stress the historical configuration of the secondary level. It is the ritual of the completion of compulsory education that allows us to interweave meanings, subjects, history and inclusion and thus understand the meaning of finishing secondary school for the sectors historically excluded from this level of education. Keywords: secondary education, compulsory education, educational inclusion, graduation. En el siglo XXI, la inclusión se constituye en imperativo de las políticas públicas en el campo educativo. En Argentina, esto se tradujo en un conjunto de políticas orientadas a generar las condiciones para incluir a los sectores más vulnerados al sistema educativo y en nuevas demandas y expectativas para el nivel secundario de reciente obligatoriedad. En este artículo, compartimos avances de una investigación sobre prácticas de inclusión educativa, entendiendo a la misma como un proceso complejo. A partir del trabajo etnográfico realizado, nos detenemos en el acto de egresadas/os de una escuela secundaria para reconocer allí indicios de inclusión educativa y ampliar la mirada para tensionar la configuración histórica del nivel secundario. Es el ritual de finalización de la educación obligatoria lo que nos permite entramar sentidos, sujetos, historia e inclusión y así comprender el sentido que tiene terminar el secundario para los sectores históricamente excluidos de este nivel de enseñanza. Palabras claves: educación secundaria, obligatoriedad, inclusión educativa, egreso. No século XXI, a inclusão tornou-se um imperativo para as políticas públicas no domínio da educação. Na Argentina, isso resultou num conjunto de políticas destinadas a criar as condições para incluir os sectores mais vulneráveis no sistema educativo e em novas exigências e expectativas para o nível secundário, recentemente obrigatório. Neste artigo partilhamos os avanços de uma investigação sobre as práticas de inclusão educativa, entendendo-a como um processo complexo. Com base no trabalho etnográfico realizado, centramo-nos no ato de conclusão do ensino secundário para reconhecer sinais de inclusão educativa e alargar o olhar para sublinhar a configuração histórica do nível secundário. É o ritual de conclusão da escolaridade obrigatória que nos permite entrelaçar sentidos, sujeitos, história e inclusão e, assim, compreender o significado da conclusão do ensino secundário para sectores historicamente excluídos deste nível de ensino. Palavras-chave: ensino secundário , escolaridade obrigatória , inclusão educativa , conclusão. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2024-05-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45059 Cuadernos de Educación; No. 23 (2024): Cuadernos de Educación N° 23; 62-75 Cuadernos de Educación; Núm. 23 (2024): Cuadernos de Educación N° 23; 62-75 2344-9152 1515-3959 spa https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45059/45082
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-347
container_title_str Cuadernos de Educación
language Español
format Artículo revista
author Beltramino, Lucía
spellingShingle Beltramino, Lucía
From the history of a level for the few to the pride of the carriage driver
author_facet Beltramino, Lucía
author_sort Beltramino, Lucía
title From the history of a level for the few to the pride of the carriage driver
title_short From the history of a level for the few to the pride of the carriage driver
title_full From the history of a level for the few to the pride of the carriage driver
title_fullStr From the history of a level for the few to the pride of the carriage driver
title_full_unstemmed From the history of a level for the few to the pride of the carriage driver
title_sort from the history of a level for the few to the pride of the carriage driver
description In the 21st century, inclusion has become an imperative of public policies in the educational field. In Argentina, this has resulted in a set of policies aimed at generating conditions to include the most vulnerable sectors in the educational system and in new demands and expectations for the recently compulsory secondary level. In this article we share advances of a research on educational inclusion practices, understanding it as a complex process. Based on the ethnographic work carried out, we focus on the act of graduating from a secondary school in order to recognize signs of educational inclusion and to broaden the view in order to stress the historical configuration of the secondary level. It is the ritual of the completion of compulsory education that allows us to interweave meanings, subjects, history and inclusion and thus understand the meaning of finishing secondary school for the sectors historically excluded from this level of education. Keywords: secondary education, compulsory education, educational inclusion, graduation.
publisher Centro de Investigaciones de la Facultad de Filosofía y Humanidades
publishDate 2024
url https://revistas.unc.edu.ar/index.php/Cuadernos/article/view/45059
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first_indexed 2024-09-03T21:37:31Z
last_indexed 2025-02-05T22:10:47Z
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