Entre las transferencias económicas y la privatizaciónTendencias de las políticas de inclusión educativa en Argentina y Uruguay

  1. Lourdes Belén Espejo Villar
  2. María Isabel Calvo Álvarez
Educación e Inclusión: Aportes y perspectivas de la Educación Comparada para la Equidad
  1. María Inmaculada González Pérez (coord.)
  2. Antonio Francisco Canales Serrano (coord.)

Publisher: Servicio de Publicaciones ; Universidad de La Laguna

ISBN: 978-84-16471-19-5

Year of publication: 2018

Pages: 499-506

Congress: Congreso Nacional de Educación Comparada (16. 2018. Santa Cruz de Tenerife)

Type: Conference paper


This work is based on the political guidelines established by Unesco in Goal 4 of Sustainable Development aimed at achieving an inclusive, equitable and quality education, promoting learning opportunities throughout life and for all. Although the strategies referred to in the document that we wished to focus on policies and actors appear in the text aimed at more groups than in Millennium Development Goal 2, an in-depth study of the new educational agenda allows us to verify that, even though the interest groups and the goals to be worked upon are broader, the measures contemplated are mainly oriented towards assistance and compensation, something difficult to understand in this framework. In this regard, the emphasis that is given to second chance programs and reintegration, in addition to the provision of basic services such as health and nutrition, while necessary, point to an imbalance in the management of inclusion, omitting aspects that should be more oriented towards prevention and the work that educational institutions must carry out to achieve the learning goals of those who have not left the educational system. Taking as a starting point the cash transfer programs, as a policy measure and also focusing on the private sector (as an actor), we examine the trends that Argentina and Uruguay are developing regarding inclusion policies. These countries were chosen because they are two of the three states, together with Chile, in the southern cone of Latin America that designed specific inclusion measures at the end of the 90s and that with some particularities began to be implemented in the second half of the 2000s. We thus analyse the line of support to the private sector that Uruguay adopted a few years ago to favour inclusion in secondary education and that is shared by Argentina in the privatization of inclusive measures