Educational inclusion of adolescents, youth and adults policies in the province of Buenos Aires: tensions around socio-educational segmentation and access to knowledge

Abstract

The structural inequalities have an impact on the attention to the right to education and on the configuration and dynamics of the educational systems. The expansion of an educational level occurs along with a segmentation that would affect equal access to knowledge. In the framework of compulsory secondary education and the effort to expand schooling, there are initiatives and experiences that aim to include young people and adults who are outside the system. This article explores the conditions of access to knowledge in the Plan of Completion of Primary and Secondary Studies (FinES) in the province of Buenos Aires since its creation to the changes that have occurred since 2016. The article explores the organization of the study plan, the classes’ organization, and study and teachers work conditions. A question is whether these policies contribute to create low institutional intensity circuits, and which are the challenges regarding socially relevant knowledge appropriation with quality levels equivalent to those of the rest of the system.