School inclusion in Chile: observed from the teaching
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
Texto Completo: | https://publicacoes.fcc.org.br/cp/article/view/6806 |
Resumo: | Chile has strongly promoted ending discrimination in education in all its types. Consequently, the Law of School Inclusion was enacted in 2015. The opinions of teachers of subsidized private establishments in the Maule region (Chile) are analyzed, within the scope of their daily pedagogical practices located within the framework of this law. It is a qualitative exploratory study. The analysis makes it possible to demonstrate the thinking and labor dynamics of these actors in diverse educational contexts, identifying critical knots that if taken care of would positively affect their work, observing the need to correct difficulties, establish pedagogical strategies and strengthen some components of the law. |
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School inclusion in Chile: observed from the teachingLa inclusión escolar en Chile: observada desde la docenciaL’inclusion scolaire au Chili le regard des enseignantsA inclusão escolar no Chile observada a partir da docênciaInclusion ScolairePratiques PédagogiquesEnseignantsChiliSchool InclusionPedagogical PracticesTeachersChileInclusão EscolarPráticas PedagógicasProfessores.ChileInclusión EscolarPrácticas PedagógicasProfesoresChileChile has strongly promoted ending discrimination in education in all its types. Consequently, the Law of School Inclusion was enacted in 2015. The opinions of teachers of subsidized private establishments in the Maule region (Chile) are analyzed, within the scope of their daily pedagogical practices located within the framework of this law. It is a qualitative exploratory study. The analysis makes it possible to demonstrate the thinking and labor dynamics of these actors in diverse educational contexts, identifying critical knots that if taken care of would positively affect their work, observing the need to correct difficulties, establish pedagogical strategies and strengthen some components of the law. Chile ha impulsado con fuerza terminar con la discriminación en educación en todos sus tipos. Consecuentemente promulgó la Ley de Inclusión Escolar en 2015. Se analizan las opiniones de docentes de establecimientos particulares subvencionados de la región del Maule (Chile), en el ámbito de sus prácticas pedagógicas cotidianas situadas en el marco de esta ley. Es un estudio exploratorio cualitativo. El análisis permite evidenciar el pensamiento y las dinámicas laborales de estos actores en contextos educativos diversos, identificando nudos críticos que de ser atendidos afectarían positivamente su trabajo, observándose la necesidad de corregir dificultades, establecer estrategias pedagógicas y potenciar algunos componentes de la ley. Le Chili est déterminé à mettre fin à toutes les discriminations en matière d’éducation. Pour ce faire, le pays a adopté en 2015 la Lei de Inclusão Escolar [Loi sur l’Inclusion Scolaire]. La recherche analyse les opinions d’enseignants d’établissements privés subventionnés de la région de Maule (Chili), concernant leurs pratiques pédagogiques quotidiennes dans le cadre de cette loi. Il s’agit d’une étude exploratoire qualitative. L’analyse permet de mettre en évidence la pensée et les dynamiques de travail de ces acteurs dans divers contextes éducatifs et d’identifier des problèmes critiques dont la résolution affecterait positivement leur travail. Par ailleurs, elle souligne la nécessité de corriger les difficultés, de mettre en oeuvre des stratégies pédagogiques et d’optimiser certaines composantes de la loi. Com determinação, o Chile tem impulsionado o final de todos os tipos da discriminação educativa. Para tanto, em 2015 promulgou a Lei de Inclusão Escolar. São analisadas as opiniões de professores de estabelecimentos particulares subvencionados da região de Maule (Chile), no âmbito das suas práticas pedagógicas cotidianas no contexto dessa lei. Trata-se de um estudo exploratório qualitativo. A análise permite evidenciar o pensamento e as dinâmicas de trabalho desses atores em contextos educacionais diversos, identificando problemas críticos que, se fossem atendidos, afetariam positivamente seu trabalho, observando-se a necessidade de corrigir dificuldades, estabelecer estratégias pedagógicas e potencializar alguns componentes da lei. Fundação Carlos Chagas2021-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6806Cadernos de Pesquisa; Vol. 51 (2021); e06806Cadernos de Pesquisa; Vol. 51 (2021); e06806Cadernos de Pesquisa; Vol. 51 (2021); e06806Cadernos de Pesquisa; v. 51 (2021); e068061980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspahttps://publicacoes.fcc.org.br/cp/article/view/6806/4139Copyright (c) 2021 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBenavides-Moreno, Nibaldo Ortiz-González, Gril Reyes-Araya, Daniel2022-12-05T11:43:58Zoai:ojs.publicacoes.fcc.org.br:article/6806Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-05T11:43:58Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false |
dc.title.none.fl_str_mv |
School inclusion in Chile: observed from the teaching La inclusión escolar en Chile: observada desde la docencia L’inclusion scolaire au Chili le regard des enseignants A inclusão escolar no Chile observada a partir da docência |
title |
School inclusion in Chile: observed from the teaching |
spellingShingle |
School inclusion in Chile: observed from the teaching Benavides-Moreno, Nibaldo Inclusion Scolaire Pratiques Pédagogiques Enseignants Chili School Inclusion Pedagogical Practices Teachers Chile Inclusão Escolar Práticas Pedagógicas Professores. Chile Inclusión Escolar Prácticas Pedagógicas Profesores Chile |
title_short |
School inclusion in Chile: observed from the teaching |
title_full |
School inclusion in Chile: observed from the teaching |
title_fullStr |
School inclusion in Chile: observed from the teaching |
title_full_unstemmed |
School inclusion in Chile: observed from the teaching |
title_sort |
School inclusion in Chile: observed from the teaching |
author |
Benavides-Moreno, Nibaldo |
author_facet |
Benavides-Moreno, Nibaldo Ortiz-González, Gril Reyes-Araya, Daniel |
author_role |
author |
author2 |
Ortiz-González, Gril Reyes-Araya, Daniel |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Benavides-Moreno, Nibaldo Ortiz-González, Gril Reyes-Araya, Daniel |
dc.subject.por.fl_str_mv |
Inclusion Scolaire Pratiques Pédagogiques Enseignants Chili School Inclusion Pedagogical Practices Teachers Chile Inclusão Escolar Práticas Pedagógicas Professores. Chile Inclusión Escolar Prácticas Pedagógicas Profesores Chile |
topic |
Inclusion Scolaire Pratiques Pédagogiques Enseignants Chili School Inclusion Pedagogical Practices Teachers Chile Inclusão Escolar Práticas Pedagógicas Professores. Chile Inclusión Escolar Prácticas Pedagógicas Profesores Chile |
description |
Chile has strongly promoted ending discrimination in education in all its types. Consequently, the Law of School Inclusion was enacted in 2015. The opinions of teachers of subsidized private establishments in the Maule region (Chile) are analyzed, within the scope of their daily pedagogical practices located within the framework of this law. It is a qualitative exploratory study. The analysis makes it possible to demonstrate the thinking and labor dynamics of these actors in diverse educational contexts, identifying critical knots that if taken care of would positively affect their work, observing the need to correct difficulties, establish pedagogical strategies and strengthen some components of the law. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://publicacoes.fcc.org.br/cp/article/view/6806 |
url |
https://publicacoes.fcc.org.br/cp/article/view/6806 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://publicacoes.fcc.org.br/cp/article/view/6806/4139 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Cadernos de Pesquisa https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Fundação Carlos Chagas |
publisher.none.fl_str_mv |
Fundação Carlos Chagas |
dc.source.none.fl_str_mv |
Cadernos de Pesquisa; Vol. 51 (2021); e06806 Cadernos de Pesquisa; Vol. 51 (2021); e06806 Cadernos de Pesquisa; Vol. 51 (2021); e06806 Cadernos de Pesquisa; v. 51 (2021); e06806 1980-5314 0100-1574 reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online) instname:Fundação Carlos Chagas (FCC) instacron:FCC |
instname_str |
Fundação Carlos Chagas (FCC) |
instacron_str |
FCC |
institution |
FCC |
reponame_str |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
collection |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
repository.name.fl_str_mv |
Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC) |
repository.mail.fl_str_mv |
cadpesq@fcc.org.br||cadpesq@fcc.org.br |
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