Resumen

MILSTEIN, Diana. PUBLIC POLICIES FOR EDUCATION: THE IMPORTANCE OF THINKING IN SUB-STATE LEVELS. Textos Antropológicos [online]. 2005, vol.15, n.1, pp. 249-257. ISSN 1025-3181.

This work develops a discussion around the need of thinking public policies for education not just as policies from the state. For this, the author discusses the idea of educational public policies understood by "experts" and common sense; and kept from the historical process of the school origin in Argentina. She argues that the notion of public school has been part of democracy and homogenization fiction in the institution; the pedagogic efficacy of school closed, somehow, the possibility to discuss what public means for educational institutions. The 90's, marked by worsening ofthe conditions of public school working, opened the door to protests and actions performed to keep the working of schools even in precarious conditions, these protests also showed other ways of understanding public meaning. Through stories and analyses ofthe located actions inAlto Valle de Río Negro, is argued that policies for education can not be reduced to a "state matter", but that they operate in sub-state and marginal levels