Gestión de la convivencia intercultural en establecimientos educativos con alta diversidad cultural e inmigrante
Gestión de la convivencia intercultural en establecimientos educativos con alta diversidad cultural e inmigrante
Authors
Palma Villagrán, Lisette
Authors
Date
Datos de publicación:
Temuco, Universidad Católica de Temuco, 2014
Keywords
Convivencia escolar - Educación intercultural - Inmigrantes - Diversidad cultural
Collections
Abstract
La migración como fenómeno social ha ido tomando amplia relevancia, constituyendo
un desafío en el mundo y en el país. En este contexto, las escuelas debieran posicionarse
como espacios claves de formación para construir una sociedad democrática y justa, que
tienen la posibilidad de gestionar prácticas inclusivas o, en su defecto, arriesgan
transformarse en espacios con prácticas no inclusivas y discriminatorias. Así, el presente
estudio se centra en develar cómo la gestión escolar aborda la convivencia intercultural
en establecimientos con alta diversidad cultural. La investigación es de carácter cualitativo descriptivo, con empleo de entrevistas semiestructuradas, focus group y análisis de documentos. Los participantes fueron profesores y miembros de equipos de gestión de dos establecimientos educacionales urbanos de diversidad cultural con alta población inmigrante de la Región Metropolitana. El análisis de los datos se desarrolló a través de una codificación abierta, axial y selectiva, en base a los criterios teóricos metodológicos de la teoría fundamentada. Los hallazgos evidencian los diversos aspectos que favorecen y/o obstaculizan la gestión de la convivencia en estos contextos, evidenciándose una valoración discursiva, aislada y no institucionalizada de la diversidad cultural, así como la no existencia de un plan de convivencia intercultural con foco en lo formativo, carente de elementos claves del contexto. Lo anterior deriva en que existan diversas formas de maltrato y estas sean abordadas desde lo normativo, perdiendo oportunidad de desarrollar un plan formativo para educar ciudadanos democráticos, respetuosos del otro, para una sociedad más justa y equitativa.
Migration as a social phenomenon has been gaining broad relevance, and constituing a challenge in the world and in the country. In this context, schools have to position themselves as key training areas to build a democratic and fair society, which have the posibility to manage inclusive practices or, alternatively, they risk to becoming spaces non-inclusive and discriminatory practices. Thus, the present study focuses on showing how school management going to approach the intercultural coexistence in institutions with a high cultural diversity. The research is descriptive and qualitative, through of semi-structured interviews, focus groups and document analysis. The participants were teachers and members of management teams in two urban educational establishments of cultural diversity with high immigrant population of the Metropolitan area. The data analysis was developed through an open, axial and selective coding, based on the theoretical and methodological criteria from a grounded theory. The findings demonstrate the various aspects that favor and/or hinder the management of coexistence in these contexts, showing a discursive, isolated and non-institutionalized cultural diversity assessment, and the absence of a intercultural coexistence plan, focused on what training, lacking of key elements from context. This leads to the existence of various forms of abuse and these are addressed from the normative, losing opportunity to develop a training plan to educate democratic citizens, respectful of others, for a more fair and equitable society.
Migration as a social phenomenon has been gaining broad relevance, and constituing a challenge in the world and in the country. In this context, schools have to position themselves as key training areas to build a democratic and fair society, which have the posibility to manage inclusive practices or, alternatively, they risk to becoming spaces non-inclusive and discriminatory practices. Thus, the present study focuses on showing how school management going to approach the intercultural coexistence in institutions with a high cultural diversity. The research is descriptive and qualitative, through of semi-structured interviews, focus groups and document analysis. The participants were teachers and members of management teams in two urban educational establishments of cultural diversity with high immigrant population of the Metropolitan area. The data analysis was developed through an open, axial and selective coding, based on the theoretical and methodological criteria from a grounded theory. The findings demonstrate the various aspects that favor and/or hinder the management of coexistence in these contexts, showing a discursive, isolated and non-institutionalized cultural diversity assessment, and the absence of a intercultural coexistence plan, focused on what training, lacking of key elements from context. This leads to the existence of various forms of abuse and these are addressed from the normative, losing opportunity to develop a training plan to educate democratic citizens, respectful of others, for a more fair and equitable society.
Description
Trabajo para optar al grado de Magíster en Gestión Escolar