School, youth and the building of inclusive social spaces in Argentina. Constraints and challenges

Abstract

In modernity, undoubtedly, education emerged as a key factor in the processes and patterns of economic growth, job/production development and social cohesion. In Argentina, after the decline of the technocratic and homogenizing Neoliberalism and the dogmatic imposition of policies for development, there has been the emergence of new governance models that redefined the political, social and economic aspects, and today and coexist with many restrictions and contradictions concerning the involvement of the new generations in all areas of social life. In this context, education, in particular, undergoes the impossibility to be inclusive, and the lack of sense of its inclusion mechanisms and potentiation of skills, values and knowledge. With the loss of the sense of education, especially for the most disadvantaged and excluded groups, social inclusion turns into a distant and not very probable goal, with the danger that this holds for future generations exposed to risk and lack of prospects.