Abstract

FALKIN, CAMILA  and  FARENZENA, NALÚ. DISCURSIVE CONSTRUCTIONS ON THE SUBJECTS OF EDUCATION IN THE APRENDER EDUCATIONAL POLICY. Revista Brasileira de Política e Administração da Educação [online]. 2020, vol.36, n.3, pp.828-846.  Epub Jan 20, 2021. ISSN 2447-4193.  https://doi.org/10.21573/vol36n32020.104871.

The paper addresses the Uruguayan primary education Atención Prioritaria en Entornos con Dificultades Estructurales Relativas (APRENDER) policy. The article discusses constructed meanings on the subjects of education in a policy focused on children living in impoverished contexts. It is based on the Political Analysis of Discourse and its corpus is formed by official documents and accounts from managers. Tension is identified between a conception that emphasizes the subjects’ educational possibilities and another that, both in the discourses of the 1990s and in those of the progressive era, visualizes them as beings in need.

Keywords : Education public policies; Education and inequality; Political Analysis of Discourse; Subjects of education; APRENDER.

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