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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]

Compulsory secondary school was settled by law 26206 breaking the foundational mandate linked to selection and giving at the same time legal statement to another social commitment: the inclusion of young people belonging to popular sectors into the secondary school. The next decade following the sanction of the compulsion of the level was characterized by a series of questions around the effective inclusion in the school and the changes and transformations required by that inclusion. In this paper we center our attention on a strategy of implementation of educational politics, the Plans of Institutional Improvement and its institutional concretion in four secondary schools under state management in a district of the western conurbation of the province of Buenos Aires. We shall analyze here the strategies of institutional intervention and the accompanying on school courses which different institutions bring into play for young people belonging to popular sectors. We analyze in what way these strategies stand upon diverse social representations about young people and their possibilities to remain in secondary school nowadays. [ABSTRACT FROM AUTHOR]

The article presents some analysis derived from an ongoing doctoral research project aimed at studying the characteristics that formative experiences in primary schools in Ciudad Autonoma de Buenos Aires adopt, in the context of which are considered as recent schooling conditions. The contribution of this paper lies in offering an analytical reading of one of the classes that took part in one of the schools considered for the study. It is shown how theoretical categories arising from Basil Bernstein’s Theory of Pedagogic Discourse are used to reconstruct the rules on which the referred class is built, as well as the way in which those rules are delineated through class interactions. Simultaneously, some hypotheses and questions are presented, setting relations between the analyzed rules orienting the construction of the pedagogical practice and the distribution of pedagogic democratic rights. [ABSTRACT FROM AUTHOR]