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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/CAS/article/view/17744 |
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| Sumario: | 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. |
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