Egalitarianism, merit and teachers notions about the method of admission to a university high school

Abstract

In this paper we investigate the ways in which the tension between inclusion and socio selection is processed in a traditional high school in the public sector in the city of La Plata. It is a century-old school, which depends of a National University and traditionally attended middle and high classes selected by meritocratic criteria. Since 1986, in the context of democratic return, the institution changed its method of admission and admissions test was replaced by the public drawing. In terms of methodology, we combined techniques such as in-depth interviews with 10 key actors of the institution, surveys of 33 teachers chosen randomly and analysis of school records and university from which it depends. First, we present a typology of social notions built from the analysis of interviews and surveys of teachers in the years 2012 and 2013. Thus, we rebuilt three groups of notions about educational justice in relation to access: 60% the public draw was the fairest method chosen as 31% are in favor of other different methodologies both the draw and the examination, and 3% opted for the exam. Secondly, we will present some emerging reflections by placing the responses in tension with prevailing egalitarian parent education in the country