El peso del origen institucional

Abstract

The purpose of the analysis is the inclusive educational policies aimed at teenagers and young adults between 12 and 24, in the Uruguayan Middle and High School, developed by the authorities of public education, during the Vazquez Administration. Most of these policies were included in the action lines 1 and 2 of the components of the Net Assistance and Social Integration of the Plan de Equidad of 2008. On the basis of a typology that distinguishes inclusion policies according to their purpose, their incentives and their pedagogical model, I characterize the institutional regularities present in nine developed programs. To explain the variations found, I present a theoretical framework based on the concept of path dependency and I explore three-way institutional linkages made along the twentieth century: the constitutional norms, the legal frameworks and regulatory framework of the teaching profession and the organization of schools.