Resumo

FERNANDEZ AGUERRE, Tabaré  e  ALONSO BIANCO, Cecilia. Two models of inclusive education: PAC and FPB in Uruguay (2007-2011). Rev. Urug. Cienc. Polít. [online]. 2012, vol.21, n.1, pp.161-182. ISSN 1688-499X.

This article aims, firstly, to contribute to the definition of the “politics of educational inclusion”. Second, to describe and analyze two programs designed and implemented between 2007 and 2012 aimed at adolescents and youth in order to ensure their integration and re-attachment to the Secondary Education. The center of the analysis is the institutional framework governing the relations between the various participating agencies, the organizational model and pedagogical model implemented. These analytical dimensions can highlight the innovations described, what is the relationship between design options adopted, the implementation issues and continuities in the institutional history of the lead agency (Secondary and UTU). We understand that the novelty of these policies in the Uruguayan agenda, the discussions about its meaning and more importantly, their survival, is related to a long sequence of policy options that have been taken historically in Secondary Education. Overall, our findings are close to an interpretation as "path dependency" on the genesis and institutional change.

Palavras-chave : educational inclusion policies; implementation; middle education; Uruguay.

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