La diversificación educativa y la segmentación social: Signos de una época de nuevas desigualdades

Abstract

In the time we are living in, educational institutions are not only questioned about their foundational aim, linked to the education on citizen subjectivity, but have serious difficulties to achieve their educational purposes. The inequalities in the results between wealthier and poorer social groups reveal that this situation affects specially students in greater disadvantage or vulnerabi-lity (Echeita Sarrionandia, G. & Duk Homad, C., 2008). In this paper, we analyze the rise of new kinds of school in the province of San Luis. We account for the way in which the emphasis on diversity is reflected in public policies, interpreting that the differentiation of school devices should allow for the inclusion of the excluded population from the school system, fragmenting for this aim the educational offer. The new kinds of school and the focalized public policies are developed within a neoliberal policy that dictates that diversity is a resource that tends to enrich the education of people who attend these schools. It is our opinion that these schools based on the differentiation of the offer of the educational system of the province lead to more fragmentation, a greater educational differentiation, increasing even more the social inequalities among users, as they guarantee access, but with unequal academic offers.