Abstract

CORBETTA, Silvina. FROM SOCIAL PROBLEMATIZATION TO PUBLIC PROBLEMATIZATION OF EDUCATION RIGHTS OF INDIGENOUS MIGRANTS IN URBAN CONTEXTS: the education of the boys and girls qom (toba) in Rosario, Santa Fe, Argentina (1986-1990). Rev. Exitus [online]. 2017, vol.7, n.1, pp.161-178.  Epub May 15, 2019. ISSN 2237-9460.  https://doi.org/10.24065/20177id.

The Qom migration to the city of Rosario, Santa Fe (Argentina) was advanced in the 1980s. From the analysis of public policies perspective, this phenomenon is considered a public problem, which is originated from a social problem of progressive dynamism that is the result of the continuous influxes of indigenous migrants to the city, and with them, the arrival of the indigenous children to the creole schools built near the area where the first Qom settlement was located. The article is based on the theoretical-conceptual framework provided by public policy studies in the first three phases of the public policy cycle: (i) emergence and perception of the problem, (ii) entry into the public agenda (iii) policy formulation and decision making. How is the social problem identified among the actors? What was the process that made it possible, for the first time, to make public the education of the migrant and indigenous children of Rosario in the late 1980s and early 1990s? How did indigenous actors arise in this context? What struggles, interests of private actors and diverse collaborative factors converged in the early phases of the emerging life cycle of the policy? The article aims to analyze the way in which the educational demand of boarding indigenous migrants is fundamentally shaped through education. The methodological strategy is qualitative. The information was constructed based on interviews, bibliographic review and normative analysis.

Keywords : Indigenous Urban Migration; Intercultural Bilingual Education; Qom Community.

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