La Escuela Autodidacta: Inclusión de Estudiantes Extranjeros según la Acción Pública en Chile

René Valdés, Ramiro Catalán, Felipe Jiménez, Rolando Poblete, Paloma Abett de la Torre, Susana Martínez

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

Resumen

The consolidation of migratory flows to Chile and the concentration of foreign students in public schools have led the State and the Ministry of Education to implement regulatory bodies and design guides and guidelines to promote school inclusion processes. The objective of this study is to analyze publicly accessible documents addressing the inclusion of foreign students based on what schools are expected to do in managing cultural diversity. Eighteen official documents were analyzed using the discourse analysis technique. The results show that the texts configure a voluntaristic school, responsible for a large number of tasks without the delivery of necessary resources and without a specific diversity management model. However, in the context of the pandemic, a shift towards comprehensiveness is perceived: new challenges and dimensions appear to address the inclusion of migrant communities.

Título traducido de la contribuciónThe self-taught school: Inclusion of foreign students according to public action in Chile
Idioma originalEspañol
Número de artículo43
PublicaciónEducation Policy Analysis Archives
Volumen32
DOI
EstadoPublicada - 2024

Palabras clave

  • Chile
  • cultural diversity
  • discourse analysis
  • education policy
  • inclusive education
  • migration

Áreas temáticas de ASJC Scopus

  • Educación

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