Acceso usuarios
Santiago, Chile
A pesar de que la inclusión educativa se ha vuelto un desafío para los sistemas escolares a nivel internacional, la literatura evidencia la existencia paralela de procesos de exclusión del estudiantado en instancias de toma de decisión en las instituciones. En este escenario, el presente artículo tiene por objetivo analizar la experiencia de un conjunto de estudiantes en su participación en el desarrollo de una investigación-acción en una escuela municipal del sector suroriente de la ciudad de Santiago de Chile. Se procede por medio de un estudio cualitativo en el que se aborda la experiencia de seis participantes con quienes se realizaron entrevistas semiestructuradas. Estos datos fueron procesados por medio de un análisis de contenido desde un enfoque inductivo. Los resultados dan cuenta de cuatro categorías, a saber: la concepción de comunidad, "nuestro idioma", "nos escuchamos", y el impacto en la comunidad escolar.
Finalmente, se discute sobre cómo un proceso de cambio educativo involucra la necesidad de desarrollar estrategias participativas para propiciar espacios en los que la perspectiva del estudiantado se haga visible. Asimismo, se aborda la necesidad de pensar en la subjetividad estudiantil en el desarrollo de esta clase de procesos, la cual tiende a tomar protagonismo y agencia en el cambio.
Educational inclusion has become a challenge for school systems at the international level as a strategy to overcome the homogenizing vision and gradually install a valorization of student diversity. One of the privileged approaches in this sense has been the implementation of action-research projects for the identification of barriers to learning and participation that are articulated around the policies, cultures and practices of schools. However, the literature on the subject has shown the existence of mechanisms of exclusion of the student body in the decision-making bodies, being relegated to a merely consultative role to evaluate the relevance of actions proposed by the professionals of the educational institution. These types of dynamics are called inclusion-exclusion processes, since in parallel micropractices are deployed that segregate students in processes that advocate educational inclusion. Given this scenario, the aim of this article is to analyze the experience of a group of students in their participation in the development of an action-research project in a municipal school in the southeastern sector of the city of Santiago, Chile. Methodologically, we proceeded by a qualitative study carried out during the second semester of 2018. The work was focused on developing a participatory self-diagnosis of the educational establishment and the generation of a space for cross-cutting dialogue aimed at transforming relationships at school. The approach was developed through a progressive approach to the educational community as a whole and a subsequent group approach of the course to start the implementation of a workspace, which lasted 8 sessions of 90 minutes each. To systematize the participation experience, 6 students were selected for the development of semi-structured interviews aimed at knowing their assessment of the different moments involved in the work. Subsequently, the interviews were subjected to an inductive qualitative content analysis, which involved an emergent categorization process and its grouping into complementary and mutually exclusive categories. The existence of tensions among students regarding how they conceive of themselves as a community ; "our language", which delves into the communicative elements that led to the production of a different work environment in the school and that allowed the full development of the action-research project;
"we listen to each other", where the participants highlight the relevance of being able to give their opinions about what school is and what are the problems that afflict it from their own experiences and ways of living the educational space; and impact on the school community, as a critical balance on the effects that the project had on the educational space. Finally, we discuss how a process of educational change implies the need to develop participatory strategies to promote spaces where the perspective of students is made visible. It also addresses the need to think about the subjectivity of the student in the development of this type of process, which tends to take center stage and agency in the change.
