Acerca de la afirmación de la igualdad de oportunidades sostenida por la ley federal de educación: Comentarios sobre un caso (I)

does equal opportunity in education in fact exist, as proposed in our country in articles of the federal education law (law 24195, 14/04/93, title ii, chapter i, article 5, paragraph f)? the objective of this communication is to open a discussion regarding this question, furnishing empirical information regarding a given case. the methodology employs the modality offered by analytical ethnography: the importance of registering concrete details of practice and at the same time presenting the theoretical function of constructing knowledge from the reading and interpretation of what is directly observed, "to be there…to know and to understand the actors,…" (geertz in beatriz calvo, 1992). the results are shown from the discourse of e.g.b. school directors who contributed their awareness of the everyday life of the students. upon analyzing the complete texture of internal and external factors one can affirm, at least with regard to the known student realities, that situations of social inequity and unjust distribution of goods affect in a very significant way the learning of students and their substantial transformation which ought to be a fruit of the educational process. we conclude, then, always with respect to known cases, affirming the idea that student failure is not only a product of the internal functioning of the system, but rather of prevailing social patterns, that is to say, the influence of factors that originate in the global socio-economic context. educational change is a factor of a global process of socio-political change. (j.c. tedesco, 1986, page 96).