SciELO - Scientific Electronic Library Online

 
vol.16 número1Creencias y Concepciones sobre Co-Docencia con Profesores de Educación Diferencial Manifestadas por Futuros Profesores de Matemáticas índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Revista latinoamericana de educación inclusiva

versión impresa ISSN 0718-5480versión On-line ISSN 0718-7378

Resumen

MELO-LETELIER, Giselle; GODOY-ECHIBURU, Gerardo  y  MANGHI, Dominique. Educative Potential: Analyzing Practices of Chilean Public Schools from an Inclusive Lens. Rev. latinoam. educ. inclusiva [online]. 2022, vol.16, n.1, pp.149-167. ISSN 0718-5480.  http://dx.doi.org/10.4067/S0718-73782022000100149.

In the quality and accountability logics that frame Chilean education, the concept of inclusion has generated actions that are not always consistent with inclusive practices. To critically look at these practices together with school communities, it is necessary to have participatory and situated tools based on theoretical-methodological explorations that conceive inclusion beyond the dichotomy of an inclusive state or an inclusive process. The objective of this paper is to systematize an analytical proposal with a focus on inclusion to identify the educational potential in practices of Chilean public schools. This proposal derives from ethnographies carried out in nine Chilean schools in 2017-2018. This tool proposes a three-phase analysis procedure, that generates maps of educative practices which provide a consensual view of what is happening in schools and their possible transformations. Due to the analysis, it is possible to identify which dimensions of the practices are more sedimented, with more stable aspects difficult to change, and which dimensions are more dispersed, this implies making visible the transformative potential of each practice. These results allow us to rethink inclusion from the educational complexity.

Palabras clave : Inclusion; Educational practice; Public school; Field work; Chile.

        · resumen en Español     · texto en Español     · Español ( pdf )