Estado, escuelas secundarias y organizaciones sociales

This article analyzes the socioeducational device as part of a network of policies and practices through which relations of power, knowledge and strategies of school inclusion and social integration circulate for the support of secondary schooling for those young people traversed by situations of poverty and vulnerability in three "urban exclusion zones" of the Province of Buenos Aires (Argentina); highlighting the role that organizations, the municipality and social policies are assuming, as well as the links that are being established with educational policies and schools. The first section explores this complexity by analyzing the new forms of state regulation that are being created in the 21st century (Provincial Directorate of Socio-educational Policies, District Management Education Units and Local Councils for the Promotion and Protection of the Rights of Children and Adolescents) - that they challenge the traditional organization of the educational system of the Buenos Aires educational system; reconfiguring the local territory. The second section shows the territorial functioning of the socio-educational in those areas, which would seem to go beyond the prescriptions of integrality, intersectoriality and co-responsibility that the policies carry, reaffirming the hybrid, heterogeneous, fragmented and conflictive nature of the multiregulation framework of government. Keywords: Socio-educational. Local management. Secondary Education. Urban exclusion neighborhoods

Economic growth · Geography · Local government · Political science · Politics · Poverty · Social exclusion · Sociology · Education in Rural Contexts · Gender Studies · Latin American socio-political dynamics · Public Administration · Social Sciences and Policies

• Escuelas, familias y tramas sociourbanas

  Open Access•María Rosa Neufeld, Laura Santillán et al.•Educação e Pesquisa•2015

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