Abstract

VASSILIADES, Alejandro. TRABAJO DOCENTE E INCLUSIÓN EDUCATIVA EN TIEMPOS DE LA ASIGNACIÓN UNIVERSAL POR HIJO: POSICIONES, EXPERIENCIAS Y SENTIDOS EN DISPUTA. Rev. Esc. Cienc. Educ. [online]. 2017, vol.1, n.12, pp.79-96. ISSN 1851-6297.

This article analyses the ways in which teachers build senses about their work in the production of institutional initiatives linked to their everyday task with students that live in poverty. With that aim, it tackles the implementation of pedagogical experiences in three primary schools in the province of Buenos Aires, and how they process a group of meanings about educational inclusion put into circulation by educational policies between 2003 and 2015. Around half of the schools students´ families receive the Universal Child Allowance, a policy that establishes the fulfillment of compulsory schooling as a requirement to perceive this provision. This article intends to analyse the meanings about inclusion that are involved in the building of teaching positions in territories of inequality in the context of the implementation of a policy that encourages school attendance by students.

Keywords : Teaching work; Teaching position; Educational inclusion; Educational policy; Discourse analysis.

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