Capabilities and opportunities as the obverse and reverse of development

What should, or can education do about them? Three experiences to explore some clues

Abstract

This article looks in depth at different dimensions linked to the generalization of upper secondary education in Uruguay. Although the current perspective of graduation from this level does not match the proposed normative horizon, it is located in the broadest crossroads of foundational mandates and organizational formats under review, on the one hand, and social demands that are part of the new cultural and productive dynamics associated with the so-called knowledge society, on the other. Reviewing this notion involves rethinking what and what knowledge is relevant, but also challenges other spheres of social life that transcend formal education systems. To visualize this, three recent experiences in Uruguay are proposed. In this way, it will be possible to follow paths of a development that is shaped as such to the extent that it articulates capabilities and opportunities, enabling a future based on social integration.