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vol.23 issue1Immigrants from Bolivia at schools in São Paulo: borderlines for the right to education author indexsubject indexarticles search
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GIOVINE, Renata. Schools and fenced slums: between social welfare and educational. Pro-Posições [online]. 2012, vol.23, n.1, pp.27-42. ISSN 1980-6248.

Whe start with a hypothesis: the discursive shift that occurs in the early twenty-first century with the decline of Argentinian's 90's educational reform, although initially responding to an emergency, will build an heterogeneous plot of sense with a dominant strategic vision. This plot is reconstructed by analyzing mainly Buenos Aires's secondary legislation which formalizes networking among government agencies of education, minorities and family, individuals and civil society organizations for the management of poverty. The resulting discourse moves between the stigma and repair of rights, putting in evidence how schools alone are not sufficient, and how other emerging strategies hedge schools in a territorial space separated from the rest of the community. Micro-communities that have those struggling to become beneficiaries and/or participants of plans and programs, whose strategic objective is the social and educational containment.

Keywords : educational and social policies; networks; containment; micro-communities; government of poverty.

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