Abstract

CONDE, Stefanía. The focal-universal relationship in educational inclusion policies developed in Uruguay during progressive governments (2005-2019). Positions of political and technical actors. Espac. blanco, Ser. indagaciones [online]. 2021, vol.31, n.1, pp.147-164.  Epub June 01, 2021. ISSN 1515-9485.  http://dx.doi.org/10.37177/unicen/eb31-293.

The article aims to analyze the tension between targeting and universalization within the context of the following educational inclusion policies developed in Uruguay during the progressive governments (2005-2019): "Programa Aulas Comunitarias" (PAC), "Programa de Impulso a la Universalización del Ciclo Básico" (PIU), "Proyecto liceos con horas de tutorías y professor coordinador pedagógico", "Propuesta 2016" and "Sistema de Protección de Trayectorias Educativas" (SPTE). The perspective taken into consideration in this article is the Political Analysis of Discourse (Laclau and Mouffe, 1987; Laclau, 1996; Laclau, 2004), and official national education policy documents and interviews with political and technical actors constitute the corpus. Said analysis displays focal and universal's hybrid nature of these aspects of these policies, as well as some of their effects. Finally, challenges related to the particular-universal tension in terms of justice are presented.

Keywords : secondary education; inclusion policies; targeting; universalization.

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