Valores de equidad y aceptación en la convivencia de escuelas en contexto indígena: la situación del prejuicio étnico docente hacia los estudiantes mapuche en Chile
Valores de equidad y aceptación en la convivencia de escuelas en contexto indígena: la situación del prejuicio étnico docente hacia los estudiantes mapuche en Chile
Authors
Becerra Peña, Sandra
Authors
Date
2012-03-08
Datos de publicación:
Keywords
Equidad - Convivencia escolar - Discriminación - Prejuicio étnico
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Abstract
Los miembros de pueblos indígenas han sido históricamente objeto de mensajes y rechazos desde la sociedad dominante que reflejan una ausencia de valores inclusivos como la equidad y la aceptación de la diversidad entre los miembros de dicha sociedad. Mantener y transmitir creencias prejuiciadas sobre los miembros de los pueblos indígenas contribuye a generar en ellos efectos psicosociales negativos y una identidad estigmatizada. El estudio que se presenta se sitúa específicamente en el contexto escolar y su finalidad es identificar y analizar las posibles manifestaciones de un prejuicio étnico docente en establecimientos educativos insertos en contextos de alta vulnerabilidad social. La metodología utilizada es cualitativa y descriptiva. Se aplicaron las técnicas de grupos de discusión y entrevistas semiestructuradas. La muestra estuvo conformada por 52 profesores chilenos de establecimientos de Enseñanza Secundaria de la región de la Araucanía (Chile); la selección de los sujetos de estudio fue de naturaleza intencional, orientada por los objetivos de la investigación. El análisis de los datos se realizó mediante los aspectos teóricos metodológicos de la Teoría Fundamentada. Los resultados permiten constatar que existe un prejuicio étnico docente hacia los estudiantes indígenas, lo cual devela la presencia de un sistema de creencias estereotipado ampliamente compartido entre los docentes. El estudio revela diversas manifestaciones del prejuicio étnico docente en sus niveles cognitivo, afectivo y conductual. Se revelan diversas creencias y afectos prejuiciados hacia el alumno indígena que derivan en la generación de una dinámica de relaciones discriminatoria, que, en distintas formas, les transmite implícitamente mensajes de inferioridad y desvalorización. Los docentes de escuelas en un contexto indígena son poco conscientes de los prejuicios con los que operan; se constata que sus prácticas se encuentran distantes de los elementos axiales básicos de una perspectiva social sustentada en la aceptación de la diversidad presente en el aula, la valoración de las personas y la equidad.
Indigenous peoples have historically been the butt of negative judgments and messages imposed by the dominant society. These judgments and messages reflect an absence of inclusive values, such as equity and acceptance of diversity, among the members of the dominant society. The fact that prejudiced beliefs about indigenous peoples have been upheld and passed on has contributed to the development of negative psychosocial effects and a stigmatized identity in members of such peoples. This article, set in the context of schools, seeks to identify and analyze possible expressions of ethnic prejudice among teachers in educational institutions within contexts of high social vulnerability. The methodology used is qualitative and descriptive. Focus groups and semi-structured interviews are the techniques applied. The sample is made up of 52 Chilean secondary school teachers in the Araucanía region of Chile. The sample is intentionally selected in a process is guided by the project’s objectives. Data analysis employs the methodological and theoretical aspects of the Grounded Theory approach. The results show that teachers are ethnically prejudiced against indigenous students. There is a stereotyped system of beliefs widely shared by members of the teaching profession. The study reveals diverse manifestations of teachers’ prejudices at the cognitive, affective and behavioural levels. Diverse prejudiced beliefs and feelings towards indigenous students are unveiled; these beliefs and feelings lead to the generation of discriminatory relational dynamics, which implicitly transmit messages of inferiority and devaluation in different forms to indigenous students. Teachers from schools in indigenous contexts are barely conscious of the prejudices with which they operate. Their practices are found to lie far from a social perspective based on acceptance of diversity in the classroom, regard for people as individuals and equity.
Indigenous peoples have historically been the butt of negative judgments and messages imposed by the dominant society. These judgments and messages reflect an absence of inclusive values, such as equity and acceptance of diversity, among the members of the dominant society. The fact that prejudiced beliefs about indigenous peoples have been upheld and passed on has contributed to the development of negative psychosocial effects and a stigmatized identity in members of such peoples. This article, set in the context of schools, seeks to identify and analyze possible expressions of ethnic prejudice among teachers in educational institutions within contexts of high social vulnerability. The methodology used is qualitative and descriptive. Focus groups and semi-structured interviews are the techniques applied. The sample is made up of 52 Chilean secondary school teachers in the Araucanía region of Chile. The sample is intentionally selected in a process is guided by the project’s objectives. Data analysis employs the methodological and theoretical aspects of the Grounded Theory approach. The results show that teachers are ethnically prejudiced against indigenous students. There is a stereotyped system of beliefs widely shared by members of the teaching profession. The study reveals diverse manifestations of teachers’ prejudices at the cognitive, affective and behavioural levels. Diverse prejudiced beliefs and feelings towards indigenous students are unveiled; these beliefs and feelings lead to the generation of discriminatory relational dynamics, which implicitly transmit messages of inferiority and devaluation in different forms to indigenous students. Teachers from schools in indigenous contexts are barely conscious of the prejudices with which they operate. Their practices are found to lie far from a social perspective based on acceptance of diversity in the classroom, regard for people as individuals and equity.