Los límites de la inclusión: mitos y realidades de la educación uruguaya del último siglo

Abstract

The article tries to show that educative inequality is not a new phenomenon in Uruguay. Far from a generalized common sense that maintains that XXth Century Uruguayan schools was characterized by high degrees of quality and social inclusion, the article shows the difficulties of this system for the inclusion of the poorest. At the same time, some an explanation of the reasons of these believes are proposed.