<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-1918</journal-id>
<journal-title><![CDATA[Revista mexicana de ciencias políticas y sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. cienc. polít. soc]]></abbrev-journal-title>
<issn>0185-1918</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Ciencias Políticas y Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-19182019000300019</article-id>
<article-id pub-id-type="doi">10.22201/fcpys.2448492xe.2019.237.67625</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Instituciones y educación en México: bienes preferentes, movilidad social y premodernidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Institutions and Education in Mexico: Merit Goods, Social Mobility and Pre-modernity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Millán Valenzuela]]></surname>
<given-names><![CDATA[Henio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Archundia]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,El Colegio Mexiquense, A.C.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior de Ciencias de la Educación del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>64</volume>
<numero>237</numero>
<fpage>19</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-19182019000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-19182019000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-19182019000300019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación es un bien meritorio o preferente y, al mismo tiempo, un bien meritocrático. La tarea de cualquier sistema educativo es conducir la transición entre estas dos dimensiones. Cuando la sociedad es muy heterogénea, esta tarea suele fallar. Este trabajo tiene como objetivo probar los fallos en esta transición, para lo cual se examina el caso de México, cuyo sistema político ha exhibido la necesidad de mantener el equilibrio entre actores modernos, premodernos y posmodernos, a fin de sortear con éxito el dilema entre gobernabilidad y democracia. La solución ha sido el divorcio entre instituciones formales e informales. Este divorcio ha propiciado la desactivación de todo intento de impulsar el conocimiento a través de la educación porque permite la prevalencia de mecanismos informales que gozan de gran legitimidad, en virtud de que así lo exige el equilibrio entre actores sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education is a merit good and, at the same time, a meritocratic good. The aim of any educational system is to lead the transition between these two dimensions. The purpose this article is to show that when society is very heterogeneous, this task fails. To prove it, Mexico&#8217;s case is examined, because its political system has exhibited the need to maintain an equilibrium among modern, premodern, and postmodern actors to guarantee the success on facing the governability-democracy dilemma. The solution has been the permanent divorce between formal and informal institutions. The main conclusion is that this divorce has encouraged the shutting down of any modern attempt to encourage knowledge through education, because it allows the use of informal mechanisms that enjoy a high degree of legitimacy, due to the pre- and post-modern components of the social equilibrium.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[instituciones]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[bienes preferentes]]></kwd>
<kwd lng="es"><![CDATA[modernidad]]></kwd>
<kwd lng="es"><![CDATA[logro académico]]></kwd>
<kwd lng="en"><![CDATA[Institutions]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Merit Goods]]></kwd>
<kwd lng="en"><![CDATA[Modernity]]></kwd>
<kwd lng="en"><![CDATA[Academic Achievement]]></kwd>
</kwd-group>
</article-meta>
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