Sentidos y concepciones del bienestar en las políticas educativas chilenas

• Lorena Ramírez-Casas del Valle ^[1] ; Diego Palacios Díaz ^[2] ; Enrique Baleriola Escudero ^[3] ; Nigel Manchini ^[5] ; Teresa Báez Oyanedel ^[4]
  1. [1] Universidad UNIACC

     Universidad UNIACC

     Santiago, Chile

     
  2. [2] Universidad Santo Tomás

     Universidad Santo Tomás

     Santiago, Chile

     
  3. [3] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
  4. [4] Pontificia Universidad Católica de Valparaíso

     Pontificia Universidad Católica de Valparaíso

     Valparaíso, Chile

     
  5. [5] Consejo de Formación en Educación, Uruguay

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• Localización: Psicoperspectivas, ISSN-e 0718-6924, Vol. 25, Nº. 1, 2026 (Ejemplar dedicado a: De la captura subjetiva a la imaginación colectiva), págs. 81-90
• Idioma: español
• DOI: 10.5027/psicoperspectivas-Vol25-Issue1-fulltext-3613
• Títulos paralelos:
  • Meanings and conceptions of well-being in Chilean educational policies
• Enlaces
  • Texto completo
• Resumen
  • español

    El estudio del bienestar ha cobrado relevancia internacional interpelando a las escuelas a promover su desarrollo. Chile no está ajeno a esta realidad, con numerosas normativas recientes que impulsan este enfoque. Este estudio tiene como objetivo comprender los sentidos y concepciones del bienestar en las políticas educativas chilenas desde la pandemia. Se empleó un diseño cualitativo en el que se analizó un corpus documental compuesto por políticas educativas del Ministerio de Educación de Chile. Los resultados muestran que el bienestar se vincula principalmente a la gestión emocional de los estudiantes, con el fin de optimizar su rendimiento académico. Emergen dos metáforas clave: la de producción, que enfatiza el manejo individual de emociones para mejorar el desempeño académico, y la de cultivo, centrada en fortalecer habilidades socioemocionales para el desarrollo personal. Estas metáforas reflejan diferentes enfoques sobre cómo se concibe y se busca alcanzar el bienestar. Así, emerge una tensión entre una perspectiva individualista, que responsabiliza al estudiante de su bienestar, y otra que destaca el rol de la escuela en potenciar estas habilidades. Se analizan los efectos de estas perspectivas sobre el funcionamiento escolar, haciendo hincapié en la necesidad de concebir el bienestar como un fenómeno situado y construido socialmente.

  • English

    The study of well-being has gained international relevance, calling on schools to promote its development. Chile is no stranger to this reality, with numerous recent regulations promoting this approach. This study aims to understand the meanings and conceptions of well-being in Chilean educational policies since the pandemic. A qualitative design was used to analyse a documentary corpus composed of educational policies from the Chilean Ministry of Education. The results show that well-being is mainly linked to students' emotional management, with the aim of optimizing their academic performance. Two key metaphors emerge: that of production, which emphasizes the individual management of emotions to improve academic performance, and that of cultivation, which focuses on strengthening socio-emotional skills for personal development. These metaphors reflect different approaches to how well-being is conceived and sought. Thus, a tension emerges between an individualistic perspective, which holds students responsible for their own well-being, and another that highlights the role of the school in enhancing these skills. The effects of these perspectives on school functioning are discussed, emphasizing the need to conceive of well-being as a socially situated and constructed phenomenon.

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