This article presents the results of an investigation on educational policies and support programs in Spain. The objective was to understand how such policies are appropriated and implemented by stakeholders in the educational community, identifying the consequences that the programs resulting from such policies have for the academic environment, and in particular for students' academic careers. It was implemented using a qualitative approach, through application of interviews and collecting observations, discussion groups, and document analysis. The results place in evidence the complex context of demands and tensions found in schools, given that educational policies simultaneously contain elements that influence exclusion and inclusion of students. The conclusions question educational policies conceived and assumed from inexistent assumed academic careers on the basis of which significantly decontextualized educational responses are structured.
Monarca, H. (2015). Políticas, prácticas y trayectorias escolares Dilemas y tensiones en los procesos de inclusión. Perfiles Educativos, 37(147), 14–27. https://doi.org/10.1016/j.pe.2014.05.001