Português / Español

In this paper we address the problem of citizenship education in contexts of poverty, to do this we analyze two experiences from an ethnographic perspective. The institutions where we make our field work, through interviews and participant observations, are located in poor neighborhoods of the city of Rosario, province of Santa Fe, Argentina.
We hope that the analysis of these particular cases illuminate the reflection about social justice mechanisms and construction of citizenship in Argentina high school education. Currently this country faces the challenge of expanding the middle level in a profoundly unequal educational scheme, by which the educational policies are interwoven with social justice, both at the state and institutional levels.
In ay we investigate the complex relationships between models and conditions of citizenship, wich leads us to reflect about the analytical weight of categories as structure and agency, in order to think the educational conditions and agency capacity of the subjects enrolled. Based on this, we argue that the construction of more egalitarian realities depends both on government policies, such as of the work of teachers, in this sense we argue that schools can develop their own strategies for social justice.
According to the aforesaid we also examine social justice models that traverse the current education policy and the social justice mechanisms which, in turn, are developed in the dayly schollarity of the studied institutions, where the challenge of educating citizens in contexts of social inequality is faced.

Social Justice, Citizenship, High school, Ethnography, Educational inequality, School everydayness.

Alucin, S. (2013). Ciudadanía y Justicia Social: una mirada etnográfica sobre la Educación Secundaria en Argentina. International Journal of Education for Social Justice (RIEJS), 2(1), 49-68.