TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | spa por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577 |
Resumo: | The current research is centered on the analysis of the teaching practice in educational institutions in poverty contexts in order to detect the possible manifestation of ways of prejudice and ethnic discrimination. The methodology used in this research is qualitative and descriptive. The sample is formed by male and female students from urban high schools with a high density rate of indigenous students in Chile. Techniques from ethnographic observation were used and semi-structured interviews to key informants were applied. The analysis of data was carried out through the theoretical and methodological aspects of the grounded theory. The study reveals that teachers maintain prejudiced and stereotyped images of their indigenous students which verify diverse beliefs, emotions and behaviors. These are expressed in a relational system characterized by devaluation and inequality, which are linked to discriminatory acts. They are expressed in different ways in the schools system. Diverse relational and strong discriminatory patterns were verified, such as the production of relational distance, lower academic expectations transmission, academic progress dismissal, and paternalist attitudes towards the indigenous mapuche students. The research offers a clear insight, from the teaching practice perspective, that allows to walk towards a more basic values respectful education such as cultural diversity acceptance and equity in the educational context. |
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TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLSPREJUICIO Y DISCRIMINACIÓN ÉTNICA DOCENTE HACIA NIÑOS INDÍGENAS EN LA ESCUELAethnical prejudiceethnic discriminationdiversityinclusive educationPrejuicio étnicodiscriminación étnicadiversidadeducación inclusivaThe current research is centered on the analysis of the teaching practice in educational institutions in poverty contexts in order to detect the possible manifestation of ways of prejudice and ethnic discrimination. The methodology used in this research is qualitative and descriptive. The sample is formed by male and female students from urban high schools with a high density rate of indigenous students in Chile. Techniques from ethnographic observation were used and semi-structured interviews to key informants were applied. The analysis of data was carried out through the theoretical and methodological aspects of the grounded theory. The study reveals that teachers maintain prejudiced and stereotyped images of their indigenous students which verify diverse beliefs, emotions and behaviors. These are expressed in a relational system characterized by devaluation and inequality, which are linked to discriminatory acts. They are expressed in different ways in the schools system. Diverse relational and strong discriminatory patterns were verified, such as the production of relational distance, lower academic expectations transmission, academic progress dismissal, and paternalist attitudes towards the indigenous mapuche students. The research offers a clear insight, from the teaching practice perspective, that allows to walk towards a more basic values respectful education such as cultural diversity acceptance and equity in the educational context.La presente investigación se centra en el análisis de la práctica docente en establecimientos educacionales en contextos de pobreza, para detectar la posible manifestación de formas de prejuicio y discriminación étnica. La metodología utilizada es cualitativa y descriptiva, la muestra estuvo compuesta por alumnos, alumnas y docentes de establecimientos secundarios urbanos con alta población indígena en Chile. Se utilizaron las técnicas de observación etnográfica y entrevistas semiestructuradas a informantes claves, y el análisis de los datos se realizó mediante los aspectos teóricos metodológicos de la Teoría Fundamentada. El estudio revela que los docentes mantienen imágenes estereotipadas y prejuiciadas de sus alumnos indígenas, verificándose diversas creencias, emociones y conductas que se expresan en unsistema vincular caracterizado por la desvalorización y la desigualdad, que se vincula a actos de discriminación de distintas formas de expresión en el contexto escolar. Se verificaron diversos patrones relacionales fuertemente discriminatorios tales como, la generación de distancia relacional, transmisión de bajas expectativas académicas, desestimación del progreso académico, y actitudes paternalistas hacia los estudiantes indígenas mapuche. La investigación ofrece claras luces, desde la perspectivas de las practicas docentes, para transitar hacia una educación más respetuosa de valores básicos, como la aceptación de la diversidad cultural y la equidad, en el espacio educativo.Universidade Estadual de Maringá2011-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1557710.4025/tpe.v14i1.15577Teoria e Prática da Educação; v. 14 n. 1 (2011); 7-172237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMspaporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577/8448https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577/8449Becerra Peña, SandraBeldaño Rivas, ConsueloDastro Cisternas, AndreaCoñuepan Mera, Jocelyninfo:eu-repo/semantics/openAccess2023-01-12T13:53:52Zoai:periodicos.uem.br/ojs:article/15577Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:22.664693Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS PREJUICIO Y DISCRIMINACIÓN ÉTNICA DOCENTE HACIA NIÑOS INDÍGENAS EN LA ESCUELA |
title |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
spellingShingle |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS Becerra Peña, Sandra ethnical prejudice ethnic discrimination diversity inclusive education Prejuicio étnico discriminación étnica diversidad educación inclusiva |
title_short |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
title_full |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
title_fullStr |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
title_full_unstemmed |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
title_sort |
TEACHER'S PREJUDICE AND ETHNIC DISCRIMINATION AGAINST INDIGENOUS STUDENTS AT SCHOOLS |
author |
Becerra Peña, Sandra |
author_facet |
Becerra Peña, Sandra Beldaño Rivas, Consuelo Dastro Cisternas, Andrea Coñuepan Mera, Jocelyn |
author_role |
author |
author2 |
Beldaño Rivas, Consuelo Dastro Cisternas, Andrea Coñuepan Mera, Jocelyn |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Becerra Peña, Sandra Beldaño Rivas, Consuelo Dastro Cisternas, Andrea Coñuepan Mera, Jocelyn |
dc.subject.por.fl_str_mv |
ethnical prejudice ethnic discrimination diversity inclusive education Prejuicio étnico discriminación étnica diversidad educación inclusiva |
topic |
ethnical prejudice ethnic discrimination diversity inclusive education Prejuicio étnico discriminación étnica diversidad educación inclusiva |
description |
The current research is centered on the analysis of the teaching practice in educational institutions in poverty contexts in order to detect the possible manifestation of ways of prejudice and ethnic discrimination. The methodology used in this research is qualitative and descriptive. The sample is formed by male and female students from urban high schools with a high density rate of indigenous students in Chile. Techniques from ethnographic observation were used and semi-structured interviews to key informants were applied. The analysis of data was carried out through the theoretical and methodological aspects of the grounded theory. The study reveals that teachers maintain prejudiced and stereotyped images of their indigenous students which verify diverse beliefs, emotions and behaviors. These are expressed in a relational system characterized by devaluation and inequality, which are linked to discriminatory acts. They are expressed in different ways in the schools system. Diverse relational and strong discriminatory patterns were verified, such as the production of relational distance, lower academic expectations transmission, academic progress dismissal, and paternalist attitudes towards the indigenous mapuche students. The research offers a clear insight, from the teaching practice perspective, that allows to walk towards a more basic values respectful education such as cultural diversity acceptance and equity in the educational context. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-20 |
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://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577 10.4025/tpe.v14i1.15577 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577 |
identifier_str_mv |
10.4025/tpe.v14i1.15577 |
dc.language.iso.fl_str_mv |
spa por |
language |
spa por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577/8448 https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15577/8449 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 14 n. 1 (2011); 7-17 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156001374208 |