Resumo

GLUZ, Nora  e  RODRIGUEZ MOYANO, Inés. Inclusion policies and sociability in kindergartens of the metropolitan area of Buenos Aires: between mutual recognition and new dynamics of exclusion. Trab. soc. [online]. 2017, n.29, pp.61-79. ISSN 1514-6871.

This article presents research findings about democratization processes in early education in the period 2003-2015, focusing on the implementation of the Universal Child Allowance (UCA) policy in the Province of Buenos Aires, Argentina. It examines comparatively the bonds that institutional actors and families deploy in schools located in high social vulnerability territories. It is a case study that shows the scopes and limits of the rights’ expansion in inclusive policies toward early childhood. It shows that, together with the significant expansion of the offer, in contexts of institutional weakness and insufficient resources, distinctive and segregative ways of sociability are produced tensing the logic of rights that the measures have helped to set up. It also warns that stigmatizing representations regarding poor sectors survive and, in the frame of the educational conditionality of the UCA, become one of the sources of coercion from school towards families. Finally, it detects some delicate situations such as inclusive education of children with special needs in the context of the institutionalized paradigm with the National Law of Integral Protection of girls, boys and teenagers’ rights.

Palavras-chave : Social policy; Social inclusion; Universal Child Allocation (AUH); Sociability; Elementary school; Argentina.

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