Rural secondary schools intervened by information and communications technologies in the north of Argentina: Democratization, inclusion and ethical problems/Secundarias rurales mediadas por tecnologias de la informacion y la comunicacion en el norte de argentina: democratizacion, inclusion y problemas eticos

Since 2006, secondary education is mandatory in Argentina. This caused structural and relevant measures that from a pedagogical perspective strategically incorporated new technologies as tools to improve educational administration. However, this process presents difficulties in rural zones. Before this situation, we carried out a description interpretative study in Salta--border province in the north of Argentina--on a unique experience in rural secondary education intervened by information and communications technologies (ITC). The objective of the study was to acknowledge, from the perspectives of the instructors, the proposal's state of development, the difficulties presented and its potential. We carried out a qualitative investigation, interviews and documentary analysis that enabled giving meaning to and problematizing, from a critical perspective, the impact of this strategy. This work highlights the emerging meanings that evidence ethical and pedagogical tensions revealed in the implementation of the project, its formal advances and the continuity of historical socio-educational deferrals.