SECONDARY EDUCATION POLICIES FOR YOUTH AND ADULTS. BETWEEN RUPTURES AND CONTINUITIES

Abstract

The  aim of our  research  was to analyse  social and  educational inclusion  of youth and adults within the context of State policy corresponding with the period  2004- 2013 in the provinces  of Entre  Ríos, Chaco and Córdoba (Argentina). In this article we present the results of our study whose  goal was to interpret the continuity and/ or breaks in educational policy at secondary school  level for the youth  and adults  in Entre  Ríos as well as the rest of the  country, and  to  compare   these educational policies  with the  neoliberal policies  of the decade  of the 90's. The  theoretical  categories  that  form the  base of our  study  are as follows:  we explain  why the qualitative methodology we used made possible  the analysis of educative  regulations  and documents defined  by the Argentine State and compare these with  their counterparts in the province of Entre  Ríos. The  data gathered has been  organised  in two axes:  the normative scheme  in the context  of Educational Policy and  the means  of regulating  policies  in Entre Ríos.  Educational  policy  designed   for  secondary  education of youth   and  adults   show ruptures with respect  to the normative schemes  of neoliberal  policy of the '90s.  However  it also continues to be interpellated by this fragmentation. Even  though  youth  and adults are recognised   as having  rights through inclusive  policy,  the  recognition of  their  educational trajectories, the need  to transform educational institutions and the specificity of Secondary Education of youth and adults continue to be a recurring debt.