Biblioteca Digital de VanguardiaMicro-politics of a marginalized school: between inclusion and standardization
Considering the Law of Inclusion (20.845/2015), which promotes social mixture of Chilean students, this research studies a subsidized school in a context of poverty that has promoted this mixture since its creation in 1980, being free and without selection. We seek to understand how do the social in...
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| Formato: | Revistas |
| Lenguaje: | Español Inglés |
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Universidad Politécnica Salesiana (Ecuador)
2019
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| Acceso en línea: | https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09 |
| _version_ | 1782340247609147392 |
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| author | Armijo Cabrera, Muriel |
| author_facet | Armijo Cabrera, Muriel |
| author_sort | Armijo Cabrera, Muriel |
| collection | Revista |
| description | Considering the Law of Inclusion (20.845/2015), which promotes social mixture of Chilean students, this research studies a subsidized school in a context of poverty that has promoted this mixture since its creation in 1980, being free and without selection. We seek to understand how do the social inclusion/exclusion processes of children deploy in this marginalized scene. What means then “to include”? Which are the frontiers between inclusion and exclusion in this school? We realized an interpretative school ethnography for 7 months, with a focus on a 4th grade. The first results in the field are centered on the micro-politics of the school (Ball, 1987). We identify three principal dispositives: an identity dispositive that lies on the historical ethos of the school and its social inclusion project; a traditional dispositive, which reflects the cultural trajectories of the subjects and the representations presents in society; a technocratic dispositive that is gradually installed from the educative system looking for the standardization of the educative process. During the research process, we observe the evolution of the equilibrium between the three dispositives in the school, where the ethical finalities of inclusion are overcome by the technocratic objectives of standardization. We present cooperative pedagogical practices existing in the school that disappear to the benefit of classification technologies and competitive strategies. |
| format | Revistas |
| id | oai:revistas.ups.edu.ec:article-2834 |
| institution | Universitas |
| language | Español Inglés |
| publishDate | 2019 |
| publisher | Universidad Politécnica Salesiana (Ecuador) |
| record_format | ojs |
| spelling | oai:revistas.ups.edu.ec:article-28342021-02-19T13:50:47Z Micro-politics of a marginalized school: between inclusion and standardization Micro-política de una escuela marginalizada: entre inclusión y estandarización Armijo Cabrera, Muriel Social exclusion standardisation basic education poverty cooperation competition Exclusión social estandarización educación básica pobreza cooperación competencia Considering the Law of Inclusion (20.845/2015), which promotes social mixture of Chilean students, this research studies a subsidized school in a context of poverty that has promoted this mixture since its creation in 1980, being free and without selection. We seek to understand how do the social inclusion/exclusion processes of children deploy in this marginalized scene. What means then “to include”? Which are the frontiers between inclusion and exclusion in this school? We realized an interpretative school ethnography for 7 months, with a focus on a 4th grade. The first results in the field are centered on the micro-politics of the school (Ball, 1987). We identify three principal dispositives: an identity dispositive that lies on the historical ethos of the school and its social inclusion project; a traditional dispositive, which reflects the cultural trajectories of the subjects and the representations presents in society; a technocratic dispositive that is gradually installed from the educative system looking for the standardization of the educative process. During the research process, we observe the evolution of the equilibrium between the three dispositives in the school, where the ethical finalities of inclusion are overcome by the technocratic objectives of standardization. We present cooperative pedagogical practices existing in the school that disappear to the benefit of classification technologies and competitive strategies. En el marco de la Ley de Inclusión (20.845/2015) que promueve la mixtura social de los estudiantes chilenos, se indaga una escuela subvencionada en contexto de pobreza que ha promovido esta mixtura desde su creación en 1980, al ser gratuita y sin selección. Se busca entender cómo se despliegan los procesos de inclusión/exclusión social de las niñas y los niños en este escenario de marginalidad. ¿Qué significa entonces “incluir”? ¿Cuáles son las fronteras entre inclusión y exclusión social en la escuela? Se realiza una etnografía escolar interpretativa durante 7 meses, con un foco en un curso de 4º básico. Los primeros hallazgos de campo se centran en la micro-política de la escuela (Ball, 1987). Se identifican tres dispositivos principales: un dispositivo identitario, que descansa en el ethos histórico de la escuela y su proyecto de inclusión social; un dispositivo tradicional, que recoge las trayectorias culturales de los sujetos y las representaciones presentes en la sociedad; un dispositivo tecnocrático, que se instala progresivamente desde el sistema educativo en pos de una estandarización del proceso educativo. Durante el proceso investigativo, se observa la evolución del equilibrio entre los tres dispositivos en la escuela, dónde las finalidades éticas de inclusión están superadas por los objetivos tecnocráticos de estandarización. Se evidencian prácticas pedagógicas cooperativas existentes en la escuela que van desapareciendo en beneficio de tecnologías de clasificación y estrategias competitivas. Universidad Politécnica Salesiana (Ecuador) 2019-02-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf application/zip text/html https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09 10.17163/uni.n30.2019.09 Universitas; No. 30 (2019): (March 2019-Ausgust 2019): Travel as an educational, informative and communicative tool; 191-209 Universitas; Núm. 30 (2019): (marzo 2019-agosto 2019): El viaje como herramienta educativa, divulgativa y comunicativa; 191-209 1390-8634 1390-3837 10.17163/uni.n30 spa eng https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09/3127 https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09/3159 https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09/3217 https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09/3227 Derechos de autor 2019 Universidad Politénica Salesiana |
| spellingShingle | Armijo Cabrera, Muriel Micro-politics of a marginalized school: between inclusion and standardization |
| title | Micro-politics of a marginalized school: between inclusion and standardization |
| title_full | Micro-politics of a marginalized school: between inclusion and standardization |
| title_fullStr | Micro-politics of a marginalized school: between inclusion and standardization |
| title_full_unstemmed | Micro-politics of a marginalized school: between inclusion and standardization |
| title_short | Micro-politics of a marginalized school: between inclusion and standardization |
| title_sort | micro-politics of a marginalized school: between inclusion and standardization |
| url | https://universitas.ups.edu.ec/index.php/universitas/article/view/30.2019.09 |