Ley SEP, ley PIE y ‘educación emocional’: prácticas de subjetivación y derivas de la gubernamentalidad en el sistema escolar chileno

Niklas Bornhauser, José Garay

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

1 Cita (Scopus)

Resumen

This essay aims to present a reflection in a Foucaultian key on how the Chilean school system produces and manages subjectivities. The school is understood as an institution located in a highly neoliberal context and the psi discourse as a preferred tool for the management of this type of government and the architect of a large part of the technologies of the self which are present today in Chilean schools. In the first place, we present a reflection on the relationship between neoliberalism, government and education, to finally present a discussion of what we consider, two of the most interesting technologies of the self to be analyzed in Chilean schools, namely: 1) the silent inclusion of so-called “emotional education” in the current educational paradigm, and 2) the conflict of interests generated by the Preferential School Grant law and the law that give rise to the Integration School Program, which leads to a growing psychologization and medicalization of discomfort and difference in the classroom.

Título traducido de la contribuciónSEP Law, PIE Law and ‘Emotional Education’:Practices of Subjection and Drifts of Gubernamentality in the Chilean School System
Idioma originalEspañol
Páginas (desde-hasta)231-254
Número de páginas24
PublicaciónForo de Educacion
Volumen20
N.º2
DOI
EstadoPublicada - 2022

Palabras clave

  • governmentality
  • neoliberalism
  • psi discourse
  • school
  • subjection

Áreas temáticas de ASJC Scopus

  • Educación

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