The socio-educational policies:

a review and historical analysis from the children and youth orchestra programs

Abstract

In this article we develop an historical review of social intervention policies and regulations aimed at managing children, their care and education of the last thirty years focusing our analysis in relation to educational matter, to understand the socio-historical conditions of the emergence of state interventions that we document in our research; we refer to The School Orchestra Program of the province of Buenos Aires, Argentina. Thus, we analyse the meanings that guided state interventions in the various historical moments to understand how the new senses materialize in new proposals such as socio-educational initiatives, more specifically the orchestras. In this way, we understand that these new ways of state intervention don´t break in by displacing old policies oriented with opposing meanings regarding the role of state in education. Thus, on the one hand, they must be understood in a historical key because they are anchored in previous antecedents –either by breaks or continuities-; and on the other hand, they dialogue in the territories with the traces of past times and the hegemonized meanings around the education of children and young people in a broad meaning.

ARK CAICYT: https://id.caicyt.gov.ar/ark:/s16688090/wesdp7atx