SEP Law, PIE Law and ‘Emotional Education’:Practices of Subjection and Drifts of Gubernamentality in the Chilean School System
No hay miniatura disponible
Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
FahrenHouse
Nombre de Curso
Licencia CC
Atribución-NoComercial 3.0 España
CC BY-NC 3.0 ES
Deed
Licencia CC
https://creativecommons.org/licenses/by-nc/3.0/es/
Resumen
This essay aims to present a reflection in a Foucaultian key on how the Chilean school system produces and manages subjectivities. The school is understood as an institution located in a highly neoliberal context and the psi discourse as a preferred tool for the management of this type of government and the architect of a large part of the technologies of the self which are present today in Chilean schools. In the first place, we present a reflection on the relationship between neoliberalism, government and education, to finally present a discussion of what we consider, two of the most interesting technologies of the self to be analyzed in Chilean schools, namely: 1) the silent inclusion of so-called “emotional education” in the current educational paradigm, and 2) the conflict of interests generated by the Preferential School Grant law and the law that give rise to the Integration School Program, which leads to a growing psychologization and medicalization of discomfort and difference in the classroom. © 2022 FahrenHouse. All rights reserved.
Notas
Indexación: Scopus.
Palabras clave
Governmentality, Neoliberalism, Psi discourse, School, Subjection
Citación
Foro de Educacion, Volume 20, Issue 2, Pages 231 - 254, 2022
DOI
10.14516/fde.800