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Percepciones de padres chinos sobre el proceso de inclusión educativa de sus hijos en escuelas de Temuco, Chile
Percepciones de padres chinos sobre el proceso de inclusión educativa de sus hijos en escuelas de Temuco, Chile
Authors
Bravo, Ninosca
Pailahueque, Miriam
Valenzuela, Marta
Pailahueque, Miriam
Valenzuela, Marta
Authors
Date
Datos de publicación:
EDUCADI, Vol.4, N°1, 49-61, 2019
Keywords
Estudiantes inmigrantes - Inclusión educativa - Diversidad cultural - Asistencialismo - Chinos
Collections
Abstract
El estudio aborda la inclusión educativa en el sistema escolar chileno de estudiantes de origen inmigrante. El objetivo fue develar las percepciones de familias chinas de estudiantes inmigrantes de primera generación en escuelas de la ciudad de Temuco sobre el proceso de inclusión educativa. El método es cualitativo-descriptivo. Los participantes fueron padres y madres de familias no hispanohablantes cuya lengua materna es el chino mandarín. Se realizaron entrevistas semi-estructuradas, que se analizaron mediante la técnica de análisis de contenido. Los resultados obtenidos dan cuenta que las familias chinas de estudiantes inmigrantes perciben una cultura educativa basada en el asistencialismo, donde prevalecen apoyos de tipo social desde la comunidad educativa por sobre los aspectos pedagógicos. Se concluye que es primordial potenciar la inclusión educativa en contextos de diversidad cultural en ámbitos curriculares y de convivencia escolar, para avanzar hacia una real escuela inclusiva e intercultural que supere los modelos homogeneizadores
The study addresses the educational inclusion of immigrant students in the Chilean school system. The aim was to reveal the perceptions of Chinese families of first generation immigrant students about the process of educational inclusion in schools located in the city of Temuco. The method applied is qualitative-descriptive research. The participants were non-Spanish-speaking parents whose native language is Mandarin Chinese. Semi-structured interviews were conducted, which were analyzed using the content analysis technique. The results obtained show that Chinese families of immigrant students perceive an educational culture based on assistentialism, where social support from the educational community prevails over pedagogica aspects. It is concluded that, in cultural diversity contexts, it is essential to promote educational inclusion in curricular and school coexistence areas in order to move towards an inclusive and intercultural school that prevails over the homogenizing models of the school
The study addresses the educational inclusion of immigrant students in the Chilean school system. The aim was to reveal the perceptions of Chinese families of first generation immigrant students about the process of educational inclusion in schools located in the city of Temuco. The method applied is qualitative-descriptive research. The participants were non-Spanish-speaking parents whose native language is Mandarin Chinese. Semi-structured interviews were conducted, which were analyzed using the content analysis technique. The results obtained show that Chinese families of immigrant students perceive an educational culture based on assistentialism, where social support from the educational community prevails over pedagogica aspects. It is concluded that, in cultural diversity contexts, it is essential to promote educational inclusion in curricular and school coexistence areas in order to move towards an inclusive and intercultural school that prevails over the homogenizing models of the school