Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters

This article focuses on the relationship between the state, family, and early childhood education, documented ethnographically in a doctoral research project on contemporary and local forms of intervention in the schooling of children from subaltern sectors. From a relational perspective, we reconst...

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Autor principal: Gallardo, Soledad
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2025
Materias:
Escolarización infantil
Actuación estatal
Inclusión escolar
Maternalización
Desigualdad
Ação do Estado
Desigualdade
Educação infantil
Inclusão escolar
Maternalização
Early childhood education
State action
School inclusion
Maternalization
Inequality
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/17744
Aporte de:
Cuadernos de Antropología Social de Universidad de Buenos Aires
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record_format ojs
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-246
container_title_str Cuadernos de Antropología Social
language Español
format Artículo revista
topic Escolarización infantil
Actuación estatal
Inclusión escolar
Maternalización
Desigualdad
Ação do Estado
Desigualdade
Educação infantil
Inclusão escolar
Maternalização
Early childhood education
State action
School inclusion
Maternalization
Inequality
spellingShingle Escolarización infantil
Actuación estatal
Inclusión escolar
Maternalización
Desigualdad
Ação do Estado
Desigualdade
Educação infantil
Inclusão escolar
Maternalização
Early childhood education
State action
School inclusion
Maternalization
Inequality
Gallardo, Soledad
Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
topic_facet Escolarización infantil
Actuación estatal
Inclusión escolar
Maternalización
Desigualdad
Ação do Estado
Desigualdade
Educação infantil
Inclusão escolar
Maternalização
Early childhood education
State action
School inclusion
Maternalization
Inequality
author Gallardo, Soledad
author_facet Gallardo, Soledad
author_sort Gallardo, Soledad
title Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
title_short Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
title_full Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
title_fullStr Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
title_full_unstemmed Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters
title_sort between the local and the maternal: “school inclusion” practices in an ethnographic experience with education promoters
description This article focuses on the relationship between the state, family, and early childhood education, documented ethnographically in a doctoral research project on contemporary and local forms of intervention in the schooling of children from subaltern sectors. From a relational perspective, we reconstruct the daily work of a socio-educational program for school inclusion through a specific figure: the “education promoter,” embodied by women-mothers and neighborhood residents -who visit families regarding situations of “absenteeism” and “dropouts.” As renewed forms of state action in contexts of inequality, promoters become active producers of regulatory frameworks over family life. In the development of their local practices, they update historical meanings of the maternalization of care that intertwine gender mandates with parental responsibility by privileging the woman-mother as the central point of their interventions and treating maternal compliance as a necessary condition for children’s school inclusion.
publisher Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/17744
work_keys_str_mv AT gallardosoledad betweenthelocalandthematernalschoolinclusionpracticesinanethnographicexperiencewitheducationpromoters
AT gallardosoledad entrelolocalylomaternalpracticasdeinclusionescolarenunaexperienciaetnograficaconpromotorasdeeducacion
AT gallardosoledad entreolocaleomaternopraticasdeinclusaoescolaremumaexperienciaetnograficacompromotoresdeeducacao
first_indexed 2026-01-13T05:15:22Z
last_indexed 2026-01-13T05:15:22Z
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spelling I28-R246-article-177442025-12-16T17:22:02Z Between the local and the maternal: “School inclusion” practices in an ethnographic experience with education promoters Entre lo local y lo maternal: prácticas de “inclusión escolar” en una experiencia etnográfica con promotoras de educación Entre o local e o materno: práticas de “inclusão escolar” em uma experiência etnográfica com promotores de educação Gallardo, Soledad Escolarización infantil Actuación estatal Inclusión escolar Maternalización Desigualdad Ação do Estado Desigualdade Educação infantil Inclusão escolar Maternalização Early childhood education State action School inclusion Maternalization Inequality This article focuses on the relationship between the state, family, and early childhood education, documented ethnographically in a doctoral research project on contemporary and local forms of intervention in the schooling of children from subaltern sectors. From a relational perspective, we reconstruct the daily work of a socio-educational program for school inclusion through a specific figure: the “education promoter,” embodied by women-mothers and neighborhood residents -who visit families regarding situations of “absenteeism” and “dropouts.” As renewed forms of state action in contexts of inequality, promoters become active producers of regulatory frameworks over family life. In the development of their local practices, they update historical meanings of the maternalization of care that intertwine gender mandates with parental responsibility by privileging the woman-mother as the central point of their interventions and treating maternal compliance as a necessary condition for children’s school inclusion. El artículo se centra en la relación Estado, familia y educación infantil documentada etnográficamente en una investigación doctoral sobre formas contemporáneas y locales de intervenir en la escolarización de las niñeces de sectores subalternos. Desde un enfoque relacional, reconstruiremos el quehacer cotidiano de un programa socioeducativo de inclusión escolar a partir de una particular figura: la del “promotor de educación”, encarnada por mujeres-madres y vecinas en los barrios que hacen visitas para contactar familias por situaciones de “ausentismo” y “deserción”. Como modos renovados de actuación estatal en contextos de desigualdad, las promotoras se constituyen activas productoras de entramados de regulación sobre vidas familiares y en el desarrollo de sus prácticas locales, actualizan sentidos históricos de maternalización del cuidado que imbrican mandatos de género con responsabilidad parental al privilegiar a la mujer-madre como punto de apoyo de sus intervenciones y al cumplimiento maternal como condición necesaria para la inclusión escolar de las niñeces. Este artigo aborda a relação entre Estado, família e educação infantil, documentada etnograficamente em um projeto de pesquisa de doutorado sobre formas contemporâneas e locais de intervenção na escolarização de crianças de setores subalternos. A partir de uma perspectiva relacional, reconstruímos o cotidiano de um programa socioeducativo de inclusão escolar por meio de uma figura específica: a "promotora da educação", personificada por mulheres mães e vizinhas dos bairros que visitam para contatar as famílias em situações de "absenteísmo" e "abandono". Como modos renovados de ação estatal em contextos de desigualdade, as promotoras tornam-se produtoras ativas de marcos regulatórios para a vida familiar. No desenvolvimento de suas práticas locais, atualizam sentidos históricos de maternalização do cuidado que entrelaçam mandatos de gênero com responsabilidade parental, privilegiando a mulher-mãe como fulcro de suas intervenções e a adesão materna como condição necessária para a inclusão escolar das crianças. Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2025-12-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/17744 10.34096/cas.i62.17744 Cuadernos de antropología social; Núm. 62 (2025); 63-78 1850-275X 0327-3776 spa https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/17744/15588 Derechos de autor 2025 Soledad Gallardo https://creativecommons.org/licenses/by/4.0

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