Entre la exclusión y el rescate: Un estudio antropológico en torno a la implementación de programas socioeducativos

in this paper we analyse how social regulations, implicated in public and educative polices, use the idea of educative inclusion from a psychologism point of view of poverty while are mentioned structural and "objective" causes. our research and fieldwork on the "programa todos a estudiar" shows, in one hand, how the exclusion effects related to the low self esteem grows/rise in teenagers that had abandoned their studies and in the other hand, a quasi-missionary praxis related to the use of categories such as rescue, recuperation , etc. to mention the socio-educative intervention that different persons involved in the implementation of the programme does. we assure, as a hypothesis on this paper, that what this individuals persons "does" and "says" produce a contradictory paradox: it is assumed that the school is the best -and unique- place for those teenagers and, at the same time, those educative institutions are considered as the central producers of the processes that promote the social exclusion.