VASSILIADES, Alejandro. Betting on equality, imperatives of inclusion: Teaching positions at work with over-age in public elementary schools in Argentina. []. , 35, 1, pp.26-46.   15--2022. ISSN 0871-9187.  https://doi.org/10.21814/rpe.18735.

This article presents the results of an investigation about the ways in which the teaching work has been processing a set of meanings around inclusion that were circulated by public policies in education in Argentina implemented between 2003 and 2015. The field work was developed in three public primary schools in the province of Buenos Aires, which were attended by student populations living in poverty. From an interpretative perspective, the research was oriented to describe, understand and analyze the meanings that teachers give to their practices in over-age situations, reconstructing a plurality of pedagogical strategies. The article gives an account of various positions regarding the approach to over-age that put in tension the construction of the common and the differentiated attention to the particularities of the students, identifying strategies called with the categories “temporary over-age”, “disputed over-age” and “ghetto of over-age”.

: Teaching; Social inequality; Primary school teacher; Compulsory schooling; Educational policy..

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