Cambios en la escuela secundaria argentina
La individualización de la inclusión educativa en Santa Fe y Buenos Aires
Bibliographic Data
| ID | 19224157 |
|---|---|
| Authors | Juana Sorondo (0000-0002-5360-5164), Silvia Alucin (0000-0002-5319-4297) |
| Year | 2026 |
| Issue | 85 |
| Pages | 119-137 |
| Publication date | 2026-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Íconos - Revista de Ciencias Sociales (JOURNAL) |
| Journal identifiers | ISSN: 1390-1249 • E-ISSN: 1390-8065 |
| Publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador (PUBLISHER • EC) |
| DOI | 10.17141/iconos.85.2026.6637 |
| OpenAlex | W7159932448 |
| Language | ES |
| References cited | 7 |
This article focuses on the educational policies that have been developed in Argentina since the universalization of secondary education in 2006, comparing and contrasting the jurisdictions of Santa Fe and the Autonomous City of Buenos Aires in the context of the national and global political agenda. From an anthropological-discursive perspective, this study combines elements of comparative education to study subnational policies and interprets results within a discursive hermeneutic-dialectical framework. It analyzes institutional policy documents to understand the construction of a discourse on the transformation of secondary school’s academic regime as a key to inclusion. Comparative analysis makes it possible to trace the configuration of a consensus at supranational, state, and local levels. It highlights a two-sided neglect of structural aspects of (educational) inclusion. On the one hand, interventions have focused on academic or managerial issues, to the detriment of more comprehensive socio-educational policies. On the other hand, the transformation of the academic regime has contemplated neither the modification of the institutional structure of secondary education nor investments to transform its material aspects. This has entailed holding individual teachers responsible as agents of change, thus deepening the fragmentation of the education system
Context (archaeology) · Curriculum · Higher education · Politics · Secondary education · Universalization · Vocational education · Education in Rural Contexts · Inclusive Education and Diversity · Latin American socio-political dynamics
| Citation velocity | historical |
|---|---|
| Highly cited | No |