The effects of inclusive schooling experiences on the biographical narratives of teachers and students: an analysis of the Reentry Schools in the City of Buenos Aires

Abstract

In this paper the prevailing teachers’ and students’ looks at a set of institutions known as Reentry Schools, created from a policy of educational inclusion at the secondary level of schooling in the City of Buenos Aires, Argentina, are analyzed. Among the teaching staff of these schools prevails a stance of “no-blaming” the students, most of them from marginalized social groups, for their school careers characterized by situations of school failure. The construction of these looks and their impact on the senses built on teaching work are analyzed, as well as the students’ narratives about their careers. A strengthening of biographical senses of both actors is observed, which reinforce the individual logic and the need of each subject to narrate himself as protagonist, to the detriment of other political and collective practices.