The management of Jorge Macri and the Minister of Education Mercedes Miguel faces growing complaints about the closure of grades, courses and schools in the City of Buenos Aires. Under the argument of the low birth ratethe Ministry is moving forward with the compulsory transformation of schools from single-day to full-day, the closure of sections and, in some cases, the total closure of historic establishments. However, data from the official school yearbook itself indicate that in-state tuition was not reduced in recent years, which calls into question the official justification and reinforces the denunciation of a systematic process of emptying of the public educational system.
The same day that the labor reform was voted on, the management of Jorge Macri and Minister Mercedes Miguel advanced with a new blow to public education in the City: the dismissal of 20% of the workers of the socio-educational program Master + Master. The measure involves the dismissal of 50 teachers who carried out literacy tasks in primary schools with the greatest needs, directly affecting hundreds of children who require specific pedagogical support.
Jorge Macri fires a teacher on maternity leave. In the midst of a strike due to labor reform, the news reached 50 of my fellow teachers from the M+M program by email, who had been fired. They teach children to read and write in the most vulnerable schools in CABA. https://t.co/7oGtqklQ4e
— Ailén Beraldo (@beraldoailen) February 21, 2026
From the educational communities they denounce that this is not an isolated event, but rather a systematic policy of adjustment, precariousness and scrapping that cuts resources where they are most needed. Within the framework of the attacks on labor rights and the educational emptying that is already expressed in the closures of grades and schools, the dismissal in Master + Master deepens inequality. The demand is clear: immediate reinstatement of those laid off, defense of all jobs and common organization of teachers, families and students to stop the advance against public schools.
The collective Vacancies for everyone has been denouncing this policy of precariousness y privatization with the lack of vacancies and more recently with the expansion of Early Childhood Centers outside the educational orbit, the disinvestment in infrastructure and resources, the elimination of positions and greater teaching workload. Faced with this scenario – aggravated by the context of labor reform and attacks on workers’ rights – they call for the entire educational community to organize together. Unions such as the Union of Education Workers (UTE) must take the lead in actively defending public, secular and free schools.
We reproduce the collective survey below:
JORGE MACRI AND MERCEDES MIGUEL DEEPEN THE EMPTYING OF THE PUBLIC EDUCATIONAL SYSTEM IN CABA
Schools in imminent danger:
Esc 16 DE 1 closes the entire single-day school, compulsively switches to full-time.
Esc 26 DE 1 closes a 1st degree late shift.
Esc 20 DE 2 close two grades of the morning shift and two of the afternoon shift.
Esc 8 OF 7: They close sections of 1st, 2nd and 3rd and of all those grades there is only one section left to transform it into a full-time one in 2027.
Esc 17 OF 7 wanted to close 4 degrees, finally they confirmed closure of 2 degrees.
Esc 16 OF 14 *THEY CLOSED THE ENTIRE SCHOOL* With the vote of legislators from all blocks, ruling parties and opponents, radicals, Kirchnerists, Macristas and libertarians closed a 100-year-old school in the Paternal neighborhood.
Esc 16 of DE 18 had two 1sts in shift tomorrow and they close one.
Although the Ministry uses the low birth rate as an excuse, the truth is that even despite the number of births having been reduced, according to the official school yearbook published last year, enrollment in state public schools did not decrease.
For years they dedicated themselves to emptying the base of the pyramid, referring the vast majority of childhoods between 45 days and 3 years to Early Childhood Centers (CPI), which are under mixed management, with private and state capital, which do not belong to the Ministry of Education but to the Ministry of Development. Those who attend the groups are not required to have a teaching degree, they work under different agreements, they are not governed by the Teaching Statute, they are usually hired from March to December, precarious. In addition, families were asked for poverty certificates issued by Anses for several years to access the CPI. That is, they dedicated themselves during the last decade to creating differentiated trajectories for impoverished and vulnerable childhoods, while families with more possibilities demanded and accessed a public nursery school or paid tuition in private schools.
Registration is a cumbersome process, many families cannot complete it. When they manage to do it with help, thousands of cases in recent years have been left on a waiting list. Even when prosecuting the violation of access to education, many times the offer was in schools long distance from home or in an unrequested shift.
Those who chose a single day once rooted in the community of a school had classrooms and grades closed. And they even went so far as to close entire schools.
No sports fields were created, no interdisciplinary teams per school, no teaching partner positions, no resources were provided for the inclusion of neurodivergent girls and boys, but the requirement was created for them to attend regular school without having invested a peso to do so.
They stopped providing computers to each student, and literary books for each student’s library. There are no teaching resources, they no longer send supplies, they did not install air conditioners but they did increasingly extend the days and hours spent at school. That is to say, they were deepening the lack of access and expulsion from public schools through all these scrapping mechanisms.
The proliferation of CPIs, which went from 20 in 2007 to more than 120 today, was never questioned, nor is the subsidization of private religious schools questioned. The mistreatment of teachers, families and students who try to defend themselves from these policies of privatization and emptying was naturalized.
Since the beginning of the management of Jorge Macri and Mercedes Miguel, the attack has been constant, cruel and merciless. Nothing moves them and the only thing they did since their arrival was plan closures, also leaving thousands of teachers available.
The list of rooms, grades, courses and schools that closed is growing:
Total closure of single-day schools:
* Esc 16 OF 1
* Esc 4 OF 6 tried, but the families rejected it.
* Garden JIC 4 OF 6 sent survey
* Esc 2 OF 7
* Esc 6 OF 8 supervision continues to support the pass to complete first grade
* Esc 16 OF 9 closed the single day two years ago
* Esc 11 OF 12
* Esc 16 OF 14 to in turn move middle school students against their will 2 OF 14
* Esc 16 OF 18 they tried it and the families rejected it
* Esc 20 OF 18
* Esc 9 OF 20 starts first grade jc in 2026
* Esc 17 OF 20 already closed
* Normal 1 closed the single day in its three schools
Closing of rooms, degrees and courses:
* Schools 5, 20, 19, 23, 10, 11 of school district 2 (7 and 9 are gardens that close rooms)
* Schools 1, 2, 8, 19 and 22 of school district 15.
* Schools 1,2, 4, 8, 12, 17 of district 7.
* School 3 OF 7, thanks to the mobilization of the community, committed to not close any section
* School 7 OF 8 close a first grade section
* School 4 OF 12 closes a grade
*School 10 of 12 unified grades
* School 13 of 9 closes 1* grade
* School 1 OF 17 would close a first grade section
* School 15 OF 17
* School 9 of 20 “gradually”
* School 24 of 14, goes from 1* to 3*
* Middle School – EEM N° 6 DE 1 does not enroll first year afternoon shift in the Mugica neighborhood. Evening school disappears.
BA Aprendis Reform
* Closure of French language at Normal School 5
For years, the community has been demanding that the Ministry transfer Early Childhood Centers (CPI) to the orbit of the Ministry of Education.
Also the transfer to state schools of the enrollment of private schools with state subsidy who enrolled there after having been on a waiting list in recent years despite having registered online in a timely manner. They systematically refused to respond to requests for a report on the number of applicants on the waiting list.
If it is true that after having left thousands of applicants without a vacancy for years, there is now “plenty of room” in the schools, let them fill them with students who were denied a vacancy until recently and were forced to attend private schools with 100% subsidy.
The adjustment, the precariousness, the emptying of public, secular, free and state offerings directly target the most vulnerable sectors of the population.
The government should be investing our taxes in public education to restore its recognition, prestige and excellence.
They should build a sports center for each school, assemble guidance teams per school, create the position of assistant and pedagogical couples to address administrative issues and be able to respond to the demands of an increasingly diverse student population. But none of that, every day we learn that there are more communities at risk, including the closure and emptying of special education resources despite maintaining a demagogic official discourse of inclusion.
#NoToSchoolClosing
VACANCIES FOR EVERYONE IN PUBLIC SCHOOLS
Source: www.laizquierdadiario.com
