From the history of a level for the few to the pride of the carriage driver
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Abstract
In the 21st century, inclusion has become an imperative of public policies in the educational field. In Argentina, this has resulted in a set of policies aimed at generating conditions to include the most vulnerable sectors in the educational system and in new demands and expectations for the recently compulsory secondary level.
In this article we share advances of a research on educational inclusion practices, understanding it as a complex process. Based on the ethnographic work carried out, we focus on the act of graduating from a secondary school in order to recognize signs of educational inclusion and to broaden the view in order to stress the historical configuration of the secondary level. It is the ritual of the completion of compulsory education that allows us to interweave meanings, subjects, history and inclusion and thus understand the meaning of finishing secondary school for the sectors historically excluded from this level of education.
Keywords: secondary education, compulsory education, educational inclusion, graduation.
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