The civil-military dictatorship initiated in Argentina in 1976 orchestrated an educational policy based on two strategies. On the one hand, there was a repressive strategy, a limitation of the most traditionalist sectors, which sought to eliminate all previous elements of renovation, considering the importance of that removal in that period; and on the other hand, there was the discriminating strategy, another limitation of the most technocratic sectors, which sought to break the idea of public schools tending to the social democratization by means of the homogenization: "the same school for all without concerns about inequalities", and they proposed an educational system strongly fragmented by differentiated social circuits.
dictatorship; Argentina; repression; educational policies; authoritarianism