Accompaniment practices and educative segregation on entry to ETP-CET public in the city of San Carlos de Bariloche, province of Río Negro

Abstract

The master's degree thesis of the faculty of humanities and educational science on the UNLP sought to address the actual state regulation ways and the accompanying teaching practices on the first year of secondary technical school, in relation with the guarantee of equal opportunities in Rio Negro province. The field work was carried out in two secondary schools in the technical professional modality on San Carlos de Bariloche city during the 2018

            In the locality, the persistence of administrative and bureaucratic mechanisms was observed that, supported by the validity of a progressive regulatory framework, make the state regulate admission to secondary school under the way of an equalizing system that hides the arbitrariness that chance supposes (raffle). This regulation prevents families and young people from choosing school, and ignores the importance of school in the life project construction.

            The objectives that this research set out, in general terms, sought to understand the ways in which state regulation and accompanying teaching practices in the first years of secondary education in Bariloche affect or guarantee the principle of equal opportunities. Also understand the relationship between the segregation of enrollment according to social sector with the mechanisms of state regulation and the accompanying teaching practices that schools offer in the early years to new entrants.