Inclusion “in the Chilean way”: School inclusion in a context of advanced neoliberal policies

Authors

DOI:

https://doi.org/10.14507/epaa.27.3044

Keywords:

Inclusion, Discourse Analysis, Legislation, Policies, Segregation

Abstract

The Chilean educational system has been considered one of the most mercantilist in the world, with a strong presence of private providers of educational services under a financing based on demand (voucher system). In 2015, the “Law of School Inclusion” was promulgated with the stated purpose of transforming the model towards one based on the public good. This article addresses the analysis of the justification and installation of this policy, as a case of transformation in a highly neoliberalized context. The results of two studies are presented. The first analyzes the official discourse by which this reform is justified and promoted. The second analyzes the specific instruments that materialize it. This is a way of acceding not only to the rhetoric through which such a transformation is justified, but to the concretion of this transformation from the approach of the specific instruments and procedures through which the law becomes operative by addressing schools And communities through concrete demands and regulations. The results show relevant tensions related to the persistence of the so-called school choice as a basic principle, and mechanisms whose effects tend to increase segregation.

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Author Biography

Vicente Sisto, Pontificia Universidad Católica de Valparaíso

Dr. en Psicología Social por la Universitat Autònoma de Barcelona. Profesor Titular de la Escuela de Psicología de la Pontificia Universidad Católica de Valparaíso, de la cual fue Director entre los años 2011 y 2014. Es investigador responsable del Grupo de Estudios TRASAS (Trabajo, Subjetividad y Articulación Social) de la misma escuela y co-editor de la Revista Psicoperspectivas (www.psicoperspectivas.cl). Es miembro fundador de la Red Chilena de Estudios del Trabajo (RET-Chile) y Co-coordinador de la sección chilena de la Red Latinoamericana de Estudios en Trabajo Docente (Red ESTRADO). Además es miembro del Grupo de Trabajo "Trabalho e processos organizativos na contemporaneidade" de la Associação Nacional de Pesquisa e Pós-Graduação em Psicologia (ANPEPP, Brasil). Ha sido Profesor visitante en la Universidad Federal de Minas Gerais (Brasil), la Universitat Autònoma de Barcelona (España), la Universidad del Valle (Cali, Colombia) y la Universidad de Buenos Aires (Argentina), entre otras. Actualmente es miembro del directorio del Centro de Estudios de la Mujer (CEM) y miembro del grupo de estudios en Sociología del Fondo Nacional para el Desarrollo de la Ciencia y la Tecnología (Fondecyt).

Published

2019-03-18

How to Cite

Sisto, V. (2019). Inclusion “in the Chilean way”: School inclusion in a context of advanced neoliberal policies. Education Policy Analysis Archives, 27, 23. https://doi.org/10.14507/epaa.27.3044

Issue

Section

Políticas de Inclusión y Extensión de la Obligatoriedad Escolar