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Revista de estudios y experiencias en educación

versión On-line ISSN 0718-5162

Resumen

GACITUA SOTO, Bárbara; MELO-LETELIER, Giselle; GODOY ECHIBURU, Gerado  y  MANGHI HAQUIN, Dominique. Transformation of educational practices in a Chilean public school: ethnographing the process of the change of school director. Rev. estud. exp. educ. [online]. 2022, vol.21, n.46, pp.32-54. ISSN 0718-5162.  http://dx.doi.org/10.21703/0718-5162.v21.n46.2022.002.

The objective of this ethnographic research is to describe the educational practices that emerge from the change of director in the community of a Chilean municipal school. Schools go through a co-construction process around their typification, or how they are understood or represented as an institution, which has an impact on social practices, both in general rules, subjectivities, and practical knowledge, or the way of doing things. In particular, Chilean public schools are strained between contradictory policies. From a perspective that explores how each educational community interprets the Inclusion Act, two periods of ethnographic fieldwork were developed (2017 and 2018) in the same educational community and assessed by the Quality Agency as insufficient. In this period, transformations were observed from a new team that led the school from 2018 on. This ethnographic study describes educational practices through a situated, social, and anthropological lens, with data gathered through field notes and interviews. Among the results, the relationships between students and adults and between adults change through material modifications and the reassignment of explicit and implicit roles. Finally, the transformation of education implies stressing the know-how to do things and highlighting why we are transforming the school from the consideration of each and every member of it.

Palabras clave : Educational practices; school transformation; inclusive education; public school..

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