Implementación de políticas de inclusión educativa

Abstract

This article aims to characterize the implementation of the ‘Vuelvo a Estudiar plan from an ethnographic approach, within the disciplinary framework of public policy anthropology. We develop a detailed analysis on the labor practices of the youth counselor (the program’s territorial figure), in order to understand the modality and the contents adopted by this public policy in each neighborhood and before each individual case. The research reveals that each counselor codifies and recodes the prescriptions provided by the discursive and action repertoire proposed in the overall plan design and gives a concrete meaning to its statements in relation to various factors, such as educational trajectories and work experiences, the characteristics of the given neighborhood, the institutions available and the historical-politi¬cal context