In between exclusion and rescue. An anthropologic study about the implementation of programs socio-educative
<p align="justify"><span style="font-family: Times New Roman,Times,serif; font-size: small;">In this paper we analyse how social regulations, implicated in public and educative polices, use the idea of <em>educative inclusion </em> from a psychologism poin...
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
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Universidad de Buenos Aires
2009-03-01
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| Series: | Cuadernos de Antropología Social |
| Subjects: | |
| Online Access: | http://revistascientificas.filo.uba.ar/index.php/CAS/article/view/2794 |
| Summary: | <p align="justify"><span style="font-family: Times New Roman,Times,serif; font-size: small;">In this paper we analyse how social regulations, implicated in public and educative polices, use the idea of <em>educative inclusion </em> from a psychologism point of view of poverty while are mentioned structural and “objective” causes. <br /> </span><span style="font-family: Times New Roman,Times,serif; font-size: small;">Our research and fieldwork on the “Programa Todos a Estudiar” shows, in one hand, how the exclusion effects related to the low self esteem grows/rise in teenagers that had abandoned their studies and in the other hand, a quasi-missionary praxis related to the use of categories such as <em>rescue, recuperation </em>, etc. to mention the socio-educative intervention that different persons involved in the implementation of the Programme does. <br /> </span><span style="font-family: Times New Roman,Times,serif; font-size: small;">We assure, as a hypothesis on this paper, that what this individuals persons “does” and “says” produce a contradictory paradox: it is assumed that the school is the best —and unique— place for those teenagers and, at the same time, those educative institutions are considered as the central producers of the processes that promote the social exclusion. </span></p> |
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| ISSN: | 0327-3776 1850-275X |