La privatización de la educación Argentina: un largo proceso de expansión y naturalización

Abstract

En el artículo se revisan los momentos más importantes de la política educacional en Argentina en relación con el proceso de privatización de la vida social. Despejando algunas hipótesis habituales, se analiza ese proceso como resultado del modo en que se fueron resolviendo las demandas concretas de los grupos, fracciones o clases a lo largo de la historia nacional, culminando en la consolidación de un sólido sector de proveedores privados de educación, al amparo de medidas que le aseguran el financiamiento estatal y la presencia de sus intereses en la elaboración de la política educativa pública. Se interpreta el sentido del proceso en el marco del reacomodamiento de los intereses dominantes en esta etapa de recomposición capitalista, que realiza su hegemonía mediante la naturalización de las diversas formas de privatización de la educación nacional, tanto históricas como "novedosas", y oculta sus efectos concretos: la devaluación de la educación pública como bien universal y del papel del Estado como garante de su distribución igualitaria.

Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts

“…Specifically, the subsidy policy operates by significantly reducing the cost to disadvantaged families of accessing private education—and for this purpose, it attempts to encourage the emergence of new private providers or the expansion of existing ones. 4 As some argue, part of the success of this policy in terms of private provision expansion relies on the progressive deterioration and delegitimization of Argentine public education (Gamallo, 2011; Vior & Rodríguez, 2012), which is often amplified by mass media in the country (Da Porta & Cianci, 2016).…”

Speaking cooperation, acting competition: Supply-side subsidies and private schools in socioeconomically disadvantaged contexts in Buenos Aires

“…These laws refer to all schools as public, naming private schools as privately-managed public schools, and public schools as state-managed public schools. Some argue that this terminological turn has had important consequences for legitimating the allocation of state subsidies for private schools (Feldfeber & Gluz, 2011;Gamallo, 2015;Vior & Rodríguez, 2012). The way S-LFPS owners and principals conceive and make sense of their roles within the educational system is consistent with this legal framework.…”

Unfair competition: exploring state-funded low-fee private schools’ logics of action in Buenos Aires

“…So, private schools, be that subsidized or independent, are named 'privately-managed public schools', and accordingly, governments schools are referred to as 'statemanaged public schools'. Some argue that this 'language game' has had important consequences for legitimating the allocation of state subsidies for private schools (Feldfeber and Gluz, 2011;Gamallo, 2015;Vior and Rodríguez, 2012). school choice options (Bosetti, 2004;Vandenberghe, 1999;Villarroya, 2002).…”