Abstract

CORREA, Mariana. THE POLICY CICLE AS A THEORETICAL AND METHODOLOGICAL APPROACH FOR THE STUDY OF EDUCATIONAL TERMINALITY PROGRAMS IN ARGENTINA: reception and enactment of the FinEs Plan. Rev. Exitus [online]. 2020, vol.10, e020100.  Epub Mar 30, 2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1317.

In recent decades, Latin American states have been pursuing reform processes aimed at promoting inclusive and quality education from a rights approach. In Argentina, concern about the completion of secondary education, and with it the fulfillment of the school′s obligation to school, motivated the creation of term programs, state proposals oriented to sectors that for various reasons were never in school , attended it intermittently or left without completing the level. The paper is part of a qualitative research that problematizes the enactment of two educational termination programs in the province of La Pampa (Argentina): the FinEs Plan and the Vos Podes Program. The paper presents some methodological and conceptual keys of Stephen Ball for the study of the Plan FinEs. From this perspective, studying the enactment of the program implies not only analyzing the texts produced in the national and jurisdictional instances and their elaboration and re-elaboration processes; but also to problematize the effects generated by the translation of politics in the context of practice. Thus, among the conclusions, it is noted that coordinators, directors and teachers experience the support of the program, in its daily school life, as a “crafttask” in which the educational trajectories of those who enter are accompanied by scarce human and material resources.

Keywords : Education policy; Educational inclusion; Youngs.

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