Discurso educacional : una investigación crítica a los procesos clasificatorios.
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Fecha
2007
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Por medio de la petición, desde el organismo estatal JUNAEB (Junta nacional de
auxilio escolar y becas), para generar un instrumento que permitiera la medición del
bienestar de los niños respecto a su contexto escolar, surge la presente investigación.
En ella, lo que pretendía ser el estudio sistemático de los diversos métodos clasificatorios,
su aplicación y las posibles respuestas socioemocionales a evaluar, dio un vuelco hacia un
interesante campo de observación, desde donde surge la pregunta sobre la validez de
dichos métodos y sobre todo el fin con que son utilizados.
En efecto, durante el último tiempo, en Chile, dadas las reformas a la educación, se
ha generado una polémica respecto a dicha situación, quedando de manifiesto los altos
niveles de exigencia en la selección pretendidos por algunas escuelas y la falta de
información entregada a los apoderados tras la admisión o no del niño a la comunidad
escolar. Dichas situaciones, se constituyen así en el punto de partida para reflexionar
respecto a las relaciones entre la educación formal y la marginalidad social, lo que
requiere interrogar respecto a:
¿Por que algunos niños son aceptados y otros no?, ¿Qué sucede por tanto, con
aquellos que sin tener las mismas garantías se ven excluidos de una educación de
calidad?, e incluso yendo mas allá, considerando los exhaustivos procesos de selección,
¿Son las escuelas quienes deben tener el merito por el nivel de enseñanza o son los
bagajes propios que traen los niños, finamente seleccionados, lo que dan el prestigio a la
escuela?, y finalmente, ¿la educación a la cual nos enfrentamos, esta dirigida al mercado
o los sujetos?, es decir ¿Cuándo se educa, a quien se educa?
La respuesta a estas interrogantes permiten dar cuenta, como la educación cumple
funciones sociales muy importantes respecto a la sociedad global, donde es posible
distinguir estructuras básicas de poder y de diferenciación social, que obedecen
directamente a las exigencias del sistema de mercado actual. Dichas funciones, no quedan
manifiestas, habituados los sujetos a ellas, no son cuestionadas, sin embargo bajo un
análisis critico del discurso se dejan entrever.
Es por esta vía que se vuelve factible dar cuenta de las dificultades por las que atraviesa el
sistema escolar y no solo enfocarse en sus actores y dificultades materiales principales,
sino en el discurso de poder que lo atraviesa, ordena y legitimíza.
By means of this request, from the state organism JUNAEB (National Association of school help and scholarships), for generating an instrument that would allow the measure of the children wellbeing respect to their school context, emerges the present investigation. In this investigation, which was pretend to be the systematic study of a variety of classificatory methods, her application and the possible social emotional answers to be evaluated, gave a turn to a important field of observation, from where emerges the question about the validity of this methods and about the end with which are used. In effect, during the last time, in Chile, given the education reforms, is been generated a polemic respect to this situation, being manifested the high levels of exigencies in the selection pretended for sorne schools and the lack of information given to the parents after the admission of the child, or don't, to the school community. Those situations, constituting the point of start for thinking respect to the relations between the formal education and the marginality, which demand to question respect to: ¿ Why are sorne children accepted and other don 't?, ¿ What do happen with those that without having the same warranties are ex elude of a quality education?, even more, considering the exhaustive selection process, ¿Are the school who must have the credit of the education level, or are the own baggage that the children bring, properly selected, which give the prestige of the school?, and finally, ¿Is the education, which we face, oriented to the market or to the people?, it means ¿ When is educated, whom is educated? The answer to this questions allows to notice, how the education has very important social functions respect to the global society, where is possible to distinguish basics structures of power and social differentiation, that directly obey the requirements of the actual market system. That functions, are not manifested, accustomed the people to them, are not questioned, although are in part noticed under a critic analysis of the speech. In this way becomes feasible to evidence the difficulties that face the school system and not only focus in the actors and the principal material difficulties, but in the power speech that crosses, order and legitimized.
By means of this request, from the state organism JUNAEB (National Association of school help and scholarships), for generating an instrument that would allow the measure of the children wellbeing respect to their school context, emerges the present investigation. In this investigation, which was pretend to be the systematic study of a variety of classificatory methods, her application and the possible social emotional answers to be evaluated, gave a turn to a important field of observation, from where emerges the question about the validity of this methods and about the end with which are used. In effect, during the last time, in Chile, given the education reforms, is been generated a polemic respect to this situation, being manifested the high levels of exigencies in the selection pretended for sorne schools and the lack of information given to the parents after the admission of the child, or don't, to the school community. Those situations, constituting the point of start for thinking respect to the relations between the formal education and the marginality, which demand to question respect to: ¿ Why are sorne children accepted and other don 't?, ¿ What do happen with those that without having the same warranties are ex elude of a quality education?, even more, considering the exhaustive selection process, ¿Are the school who must have the credit of the education level, or are the own baggage that the children bring, properly selected, which give the prestige of the school?, and finally, ¿Is the education, which we face, oriented to the market or to the people?, it means ¿ When is educated, whom is educated? The answer to this questions allows to notice, how the education has very important social functions respect to the global society, where is possible to distinguish basics structures of power and social differentiation, that directly obey the requirements of the actual market system. That functions, are not manifested, accustomed the people to them, are not questioned, although are in part noticed under a critic analysis of the speech. In this way becomes feasible to evidence the difficulties that face the school system and not only focus in the actors and the principal material difficulties, but in the power speech that crosses, order and legitimized.
Notas
Tesis (Magíster en Psicología Clínica)
Palabras clave
Adaptación Estudiantil, Investigaciones, Chile