Inclusive education policies for young people in Mexico. An analysis from a context of inequality and violence

Abstract

This paper carries out an analysis of the general and particular proposal of educational policy for the education levels of secondary and upper middle in relation to the theme of inclusive education. The analysed policy proposal is from the Mexican Federal Government for the years 2013-2018. For the analysis of the whole of politics (programs, actions and trends of Government) is an analysis of the institutional architecture, both of the quality or policies of structural nature, such as those directed to the inclusion or cross-cutting nature, everything from a perspective of educational inequalities. Thus, educational policy for these levels set up an intervention in the social and educational device, where there are virtuous and novel elements in combination with areas of ambiguity or omission, whereupon the device for the calidad-inclusion is no much coherent, incomplete and disconnected; so finally that device of public policy fails to produce, despite their efforts in terms of numerous actions and investment, a new format of high school or schools close to the idea of inclusive school or for all.