Tag Archives: privatization

State and Non-state Actors in Current Secondary Education Policy in Uruguay: A Complex Configuration

Research Project (to be discussed at the Winter Academy) by Cecilia Pereda.

Cecilia Pereda is a doctoral student in the social sciences postgraduate program of the General Sarmiento National University (UNGS) and the Social and Economical Development Institute (IDES), Argentina. She has been working and researching on education topics for fifteen years in state, non-state and international programs.

Since the last decade of the 20th century in many Latin American countries the role of non-state actors in the educational sector has been strengthened, while national education systems have been devaluated within a state and economic crisis context. The devaluation of public education has also occurred in Uruguay but it cannot be attributed to the former situation. State centrality in the educational sector continued in the first decade of the 21st century and, at the same time, there were calls for non-profit actors to co-develop some formal education programs with the aim that adolescents go back to school. These kinds of state programs are not only managed by social organizations and ocated in non-state buildings, but they are also developed by state teachers and pedagogical supervisors. Called communitarian, such programs are involved in local relationships among state and non-state social and educational actors. This project suggests that these local relationships reinforce education and welfare programs by adjusting them to local needs and provide teachers with social knowledge to work with adolescents living in worst life conditions. As a consequence, the complex configuration of actors, actions, logics and scenes present in these local relationships and promoted by such state education programs called communitarian cannot be considered as a simple trend of privatization. A better understanding of the communitarian sphere in educational and social-public policies is needed.

Youth Experiences in Secondary School: Massifaction, Dynamics of Inequality and Figures of Citizenship in Argentinia

Research Project (to be discussed at the Winter Academy) by Pedro Núñez.

Pedro Núñez is currently teaching at Universidad de Buenos Aires. His research is related to the analysis of the relationship between schools, youth and political participation.

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(Foto: Pedro Núñez)

In recent years, alongside a greater visibility of youth political participation, youth studies devoted considerable attention to the relationship between the youth and policy, which resulted in a growth of research that addressed different issues and events featuring young. Studies of secondary school are part of this trend. Also, educational research in the country and the region has a long-standing tradition, since the 80s, in the study of the incidence of the educational processes in the production and reproduction of social and educational inequalities. The present project seeks to problematize these issues, by studying the topics of citizenship, the feelings of injustice and the situations of discrimination, and by incorporating to the analysis the voice, perceptions and practices of young people in secondary school.

Starting from these initial ideas it wonders: Which changes and innovations take place in the way of “teaching” and signifying citizenship at school, from the moment on certain social groups have access to the level to which they had historically been excluded? What figures of citizenship emerge under the educational fragmentation process? What demands gain primacy in this context and what are the experiences in relation to the visibility/marginality based on the sexualities/genders, the social class and different forms of discrimination and construction of distinctions? What are the injustices that activate student movements?

This work in progress is part of a line of research that problematizes ways of building citizenship and participation in secondary schools. It presents a brief characterization of the situation of secondary schools in Argentina, especially of the changes in school enrollment, mainly in terms of coverage and the process of educational fragmentation. It is focusing on three urban centers (City of Buenos Aires, Metropolitan Area of Buenos Aires and Rosario). The main interest is in the study of the perception that the students have about the rules that regulate school interactions, the situations of discrimination, the injustices and the formal spaces for participation – like coexistence agreements and student centers.

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