Educational policies to support school trajectories at the high school in Latin America: The provision of resources as strategy

Abstract

Despite the significant progress made in the extension of educational systems in Latin America and in particular with regard to the average level, the persistence of societies marked by inequality in which the Right to Education remains a promise for many children and teenagers. The object of study of the research presented in this article has been the educational policies that are developed with impact on secondary schools in Latin America that work in contexts of social vulnerability in order to improve the actual school trajectory of their students. METHOD: The research carried out was based on a qualitative logic based on the use of the Constant Comparative Method for the construction of analytical categories. The implementation of the field work involved a trip through mid-level schools in a number of Latin American countries with brief visits to 38 high school institutions in which semi-structured interviews were conducted specifically with directors and teachers in charge of projects related to the object of investigation. RESULTS: The analysis presented in the article focuses specifically on the different strategies for providing resources that are developed in educational institutions to seek to mitigate the impact of poverty on school activities. CONCLUSIONS: Outlines are outlined that allow to account for compensatory actions of social inequality to contain their impact on students' school trajectory.