La Segregación Invisible: Prácticas Punitivas y de Ordenamiento Académico en Escuelas Chilenas
Palavras-chave:
Segregación escolar, Agrupación escolar, Integración escolar, Exclusión social
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Resumo
Si bien las políticas educativas y la investigación en educación han abordado la segregación entre escuelas, las formas menos visibles de segregación y exclusión dentro de la escuela apenas se han estudiado. El objetivo de este estudio fue caracterizar y analizar la ocurrencia y concurrencia de dos tipos de prácticas: punitivas y de ordenamiento por habilidades. Se utilizó las bases de datos del sistema de información general de estudiantes de los años 2003 al 2018 para identificar prácticas de ordenamiento académico, y los cuestionarios que acompañan la prueba SIMCE del año 2018 para analizar las prácticas punitivas reportadas por estudiantes de 6° (N = 224.274) y 10° grado (N = 202.282) y a padres de estudiantes de 4° grado (N = 214.211), 6° grado (N = 204.894) y 10° grado (N = 171.596). Los resultados muestran que los estudiantes de sexo masculino y en condición de pobreza reciben más prácticas punitivas, y que el ordenamiento académico es utilizado ampliamente en las escuelas chilenas, con mayor frecuencia en escuelas que solo imparten enseñanza secundaria. El uso de prácticas punitivas es más frecuente en aquellos colegios que ordenan académicamente. Se discute las implicancias de la sobre-representación de estas prácticas para los fenómenos de segregación educativa.
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