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For more than twenty years, Latin American countries have faced the challenge of generating policies that support the universalization and democratization objectives of the secondary school level, guaranteeing the access, permanence and graduation of young people. Within this context, in Argentina, several regulations and actions focused on secondary school and young people of school age have been developed in recent years, including some aimed at revising the curriculum mesh. This paper presents some advances in two research projects in development. One of them analyses the construction process of the Curriculum Design for Secondary Education in the Province of Buenos Aires (2005-2010), and the other studies the creation of secondary education offers in disadvantaged areas within the framework of a project promoted by the Ministry of National Education between 2014 and 2015. The paper aims to provide a theoretical framework for the understanding of the decisionmaking processes in curriculum policy and to present some key questions about the way in which the characteristics of these processes could put a strain on the meaning of the curriculum changes that are intended to be implemented, at the level of educational systems and at the level of institutions. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation carried out at a middle school in Buenos Aires suburbs, in which the processes of cultural appropriation carried out by the school on educational policies for middle and high school education in recent years are explored. We will analyze the process of construction and transformation of a middle school in the Province of Buenos Aires, based on the policies promoted with the enactment of the National Education Law (2006) and the Provincial Education Law (2007), which sanction the obligatory nature and change the structure of high school. Starting from the assumption that the norms are central instruments to give directionality to the educational system but that take shape in the modes of appropriation at local and institutional level, in this work we will analyze the senses that assume, in the daily life of the school, educational policies, particularly regarding participation, considering the ways in which the organizational structure and school culture are present in the conditions of appropriation. It is an exploratory and descriptive case study based on qualitative ethnographic research. Observations and interviews with different institutional actors over two years were made accompanying the process of conformation as a complete high school. [ABSTRACT FROM AUTHOR]