EL DNU Y LA LEY ÓMNIBUS DE MILEI: CÓMO AFECTAN A EDUCACIÓN

Laura Marrone y Montserrat Gayone*

El proyecto de ley Bases y puntos de partida para la libertad de los argentinos, conocida como ley “ómnibus” que envió el presidente Milei al Congreso de la Nación, modifica la Ley de Educación Nacional 26206 (LEN), la Ley de Educación Superior 24521 (LES) y la Ley 25759 de Cooperadoras. El Decreto de Necesidad y Urgencia (DNU) por su parte, modifica leyes laborales y también la Ley 26206.

Evaluaciones externas a los establecimientos educativos

El proyecto de ley establece un sistema de evaluación de la docencia para ingresar a trabajar ya que esta debería rendir un examen que certifique capacidades y conocimientos, y revalidarlo de manera continua cada 5 años (Artículo 545 que incorpora incisos j y K al artículo 76 de la LEN). Esto significa el desconocimiento de la validez del título de profesor emitido por cada profesorado y pasar a depender de los criterios que defina alguna entidad o empresa privada, que podría ser nacional o extranjera, a quien se otorgue la potestad de evaluar a la docencia. Vale la pena aclarar que la docencia tiene evaluaciones anuales de su trabajo en el ámbito del propio establecimiento escolar, que sin duda se puede mejorar. Pero lo que cuestionamos es la imposición de evaluaciones externas, desvinculadas de los proyectos institucionales, de las realidades de cada escuela y territorio, cuyo propósito apunta a la anhelada pérdida de la estabilidad docente y el paulatino control de los contenidos de la escuela por parte de los sectores libertarios. De este modo, el proyecto ata la carrera docente a este sistema de evaluación en su mayoría en manos de empresas privadas funcionales a las necesidades de mercado.

Se impone, además, un examen integral al cierre de la escuela secundaria a cargo del Estado nacional cuyo resultado dará acceso a una certificación a cada estudiante.(Art. 548 agrega a art. 95 de LEN).Esta modificación se complementa con la que habilita a los padres y docentes a acceder a esa información. (Art. 549 que modifica Art. 97 de la LEN).La LEN establecía que los resultados de las evaluaciones, que eran muestrales y no censales (a todes), tampoco terminales, no podían publicarse para evitar estigmatizaciones de estudiantes y establecimientos educativos. Esta frase fue eliminada. En forma encubierta, estos artículos habilitan a que las empresas privadas tengan la “libertad” de requerir al egresado la presentación de este certificado para ingresar a trabajar. O que esa misma “libertad” la determinen establecimientos de nivel superior para ingresar a estudiar, como ocurre en otros países como Brasil, quedando relegado el título secundario como documento válido para tales fines.

Así mismo, los padres (se elimina el término familia por esta denominación de los adultos a cargo) y los docentes pueden requerir el resultado de evaluaciones externas periódicas, ahora censales, de matemáticas y lengua de sus hijes y estudiantes. Estas evaluaciones y el certificado de terminalidad en media podrían ir constituyendo un camino hacia la evaluación del propio establecimiento escolar. Así ocurre en algunas ciudades de los EEUU, donde las escuelas tienen marcas públicas en revistas de difusión masiva y provocan corrimiento de matrículas que va segmentando aún más el sistema, en lugar de atender a las causales de los posibles diferentes resultados. De este modo, la evaluacióndeja de ser un mero instrumento para diagnosticar el sistema educativo y facilitar la investigación educativa, para transformarse en una herramienta con efectos vinculante. El certificado individual vale por encima del título otorgado por el establecimiento escolar. La suma de evaluaciones de una escuela favorece la competencia en un mercado educativo que se desea ir profundizando.

La evaluación externa de las universidades deja de ser complementaria a las internas de autoevaluación de cada universidad que desaparecen de la ley, las que se realizarían cada 10 años. (Art. 555 modif. art 44 de la LES) De este modo la CONEAU y las empresas privadas habilitadas para tal fin adquieren un peso definitorio en la calificación de las universidades, lo cual atenta contra la autonomía universitaria que ya había comenzado a cercenar la ley LES al instalar las evaluaciones externas, aunque complementarias de las internas.

La pérdida de la presencialidad para la educación formal

Se habilita a que, desde el segundo ciclo de la escuela primaria, a sea a partir de los 9 años,la educación sea no presencial y se realice en forma híbrida: virtual y presencial. (Art. 550 modifica Art. 109 de la LEN). La ley actual establecía el estudio a distancia solo a partir de los 18 años. Si bien la reforma no establece las proporciones de la combinación híbrida, deja abierta una peligrosa deformación en torno al funcionamiento de los dispositivos educativos. Esta propuesta atenta contra uno de los propósitos de la educación primaria y secundaria que es favorecer la socialización y subjetivación de las nuevas generaciones en una etapa fundacional de sus vidas. La pandemia habilitó la virtualidad como emergencia. Y fue necesaria. Pero a su vez, fue la prueba irrefutable que la educación no puede ser completamente virtual. Generaciones de niñes y adolescentes aun hoy no han logrado superar los problemas de salud mental que el aislamiento tras una máquina produjo en sus psiques. Educación no es solo cognición y aun esta requiere del componente emocional para su desarrollo.

Desregulación de las relaciones laborales docentes

Se destruye el marco nacional para el establecimiento de los salarios docentes, las condiciones laborales, la carrera docente y hasta el calendario escolar (art. 552 modifica Art. 10 de 26075). Si bien la Ley de Financiamiento no había reconstruido un sistema único nacional, mantenía mediante una paritaria de sindicatos y confederaciones un mínimo marco regulatorio al fijar, por ejemplo, un piso salarial nacional para el cargo testigo, que debía respetarse en todas las provincias y hasta el compromiso de fondos nacionales para arribar a los mínimos establecidos para aquellas que manifestaran no estar en condiciones de garantizarlo. Así mismo, esa paritaria, cuestionada por la arbitrariedad con la que dirigentes sindicales acordaban con los gobiernos sin consultar a las bases de las diferentes jurisdicciones establecía, sin embargo, cuestiones relacionadas a condiciones laborales, que luego discutíael Consejo Federal de ministros educación. Esta reforma deja un gris entre lo que habrá de definirse en el marco nacional y las provincias respecto de las condiciones laborales docentes quienes quedan libradas a las negociaciones de sus provincias, y desaparece el fondo nacional de ayuda a las más necesitadas.

Aranceles universitarios

Se instala la pérdida del carácter gratuito de los estudios superiores para los estudiantes extranjeros no residentes autorizándose a las universidades a cobrar aranceles. (Art. 553 que sustituye art. 2 bis de ley 24521).Quienes festejan este primer paso xenófobo en nuestro sistema universitario, no advierten, sin embargo, que constituye un avance gradual hacia la implantación de aranceles en el nivel superior, largamente ansiado por los sectores elitistas de poder que desean cercenar el acceso de sectores con menores recursos al mismo.

Se puede ingresar a estudios superiores en forma directa, sin pasar por cursos de nivelación, mediante un examen, pudiendo la persona optar por uno u otro mecanismo (Art. 554 modifica art. 7 de LEN).

Pérdida de autonomía de las universidades vía el control financiero

Se elimina el artículo que establece que no podrá disminuirse el presupuesto de ninguna universidad. El presupuesto destinado a cada una por parte de la ley nacional de presupuesto,se fijará según criterios, definidos no se precisa por quien, aunque se deduce sería por el Ejecutivo nacional. Mediante la ley nacional de presupuesto se condicionarían los montos según las carreras que interesen y una evaluación de la relación entre inscriptos y egresados. Se anuncian mecanismos de evaluación y seguimiento de objetivos que, obviamente, tendríancarácter externo a las propias universidades. (Art. 556 que sustituye el 58 de la ley 24521) Esta modificación avanzaría en la liquidación de la autonomía universitaria tanto en lo académico como en lo financiero a través del mecanismo de la restricción de fondos y las evaluaciones externas.

Las escuelas coto de caza de la publicidad mercantil

Elimina de la ley de cooperadoras la prohibición de hacer publicidad como contrapartida a las donaciones recibidas de particulares o empresas privadas. (Art. 557 modifica art. 6de ley 26759). Con esta desregulación, las escuelas se transformarían en lugares privilegiados para la publicidad de productos y servicios privados con atención a un público previamente seleccionado. Las empresas beneficiadas, al mismo tiempo, podrían deducir impuestos por tales donaciones, generalmente sin control estatal. En algunas escuelas de los EEUU donde esto ocurre, les estudiantes terminan siendo víctimas de asedio de la publicidad de productos muchas veces cuestionados por favorecer la mala alimentación o el consumismo y producir contaminación visual.

Restricciones al derecho de protesta

Toda esta ofensiva tiene a su vez, un paquete de restricciones al derecho a la protesta por parte de les trabajadores. El DNU declara a la educación servicio esencial por lo que cualquier intento de medidas de fuerza debería restringirse al 25% del personal afectado. El 75% restante, debería mantenerse en sus puestos de trabajo. También se eliminaría el derecho a realizar asambleas en los lugares de trabajo, en horario de trabajo.

El marco general de la reforma

Si a estas medidas les sumamos la política económica que apunta a liquidar los fondos del estado destinados a educación, cultura, salud, entre otros, con la reducción de impuestos a los empresarios, el pago de la usuraria deuda externa y la destrucción del salario, el derecho a la educación está en cuestión. El estado del sistema educativo a la asunción de Milei era de deterioro. Nunca se llegó a cumplir el 6% del PBI anunciado en la ley de Financiamiento. El estado nacional aportaba apenas entre 1,2 y 1,5% del PBI, según el año, el resto lo hacían las provincias. El desfinanciamiento dio paso a la falta de mantenimiento de las escuelas y de construcción de nuevas, la ausencia de un verdadero plan de formación docente con relevo de tareas, de salarios que evitaran el pluriempleo y de recursos para una escuela verdaderamente inclusiva. Pero lo que se anuncia agudizar está situación a niveles nunca vistos.

La reforma de Milei-Villarruel, configura una nueva avanzada hacia la destrucción del sistema educativo público gratuito en todos sus niveles, la elitización del mismo en favor de los sectores más ricos de la sociedad, cercenando el acceso a niveles superiores de los que tienen menos recursos, su entrega a las imposiciones del mercado tanto como negocio de las empresas privadas como por su sujeción en los contenidos de enseñanza a los intereses privados. Apunta a que la educación sea reproductora de las formas de dominación existentes.

Seguiremos luchando por una educación que subjetive a las nuevas generaciones para un proyecto de sociedad responsable de la vida de todes, con derechos, consciente de la responsabilidad ambiental para las generaciones presentes y futuras, al servicio de la emancipación de sociedad de toda forma de explotación y opresión.

Los sindicatos, agrupaciones docentes, centros de estudiantes y cooperadoras, defensoras de la educación pública han comenzado a debatir este proyecto y a organizar su resistencia.

*Laura Marrone. Lic. en Ciencias de la Educación. Ex Legisladora en CaBA por Izquierda Socialista en el FITU

Montserrat Profesora en Ciencias de la Educación. Docente ISFD 86 y Depto Educacion UNS . Ex Secretaria Adjunta de Suteba. Dirigente de Izquierda Socialista

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Licenciada en Ciencias de la Educación (UBA) Trayectoria laboral: Profesora de Enseñanza Superior (2012-2018) Maestra (1984-2012) Cajera de venta de hamburguesas (París 1981-1983) Mucama de hotel (París 1981) Empleada en fábrica metalúrgica (Madrid 1979-1981) Bibliotecaria (1971-1976) Trayectoria política Fue Secretaria de Asuntos Pedagógicos de Ademys (2010-2013) Vicepresidente de UMP-CTERA (1985-1989) Exiliada política por estado de sitio (1979-1983) Militó en la Liga Socialista de los Trabajadores de Francia y en el movimiento de los inmigrantes sin papeles de París Militó en Comisiones Obreras de España, en la rama metalúrgica en Getafe, España. Fue expulsada de España durante el Tejerazo. (1981) Presa política de la dictadura (1976-1979) Delegada de nivel superior en la UEPC-CTERA- Córdoba (1973-1976) Delegada estudiantil en la Facultad de arquitectura (1971-1973) Ingresó a la corriente morenista a la cual perteneció hasta la actualidad 1971-2018 en sus diferentes organizaciones. PRT-La Verdad (1971-1972, PST (1972-1983), MAS,(1983-2004) Izquierda Socialista (2011 y sigue). Militante del movimiento tercer mundista del catolicismo en Córdoba (1969-1971) Escribió libros de texto para el nivel primario y secundario para Estudios Sociales y Formación Ciudadana. 2022 Autora del libro Memorias de las luchas por la educación (1943-1976) publicado por editorial CeHuS Artículos sobre política educativa.

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