Inmigrantes y discurso de la inclusión en la política educativa chilena. Reflexiones desde el dilema redistribución o reconocimiento

Based on the evidence of the migration phenomenon in Chile, the situation of foreign immigrant students is examined, taking as a reference the regulations of the school system and the perspective the redistribution or recognition dilemma. In particular, the text aims to show the consequences of the...

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Bibliographic Details
Main Author: Alarcón Leiva, Jorge (Author)
Format: Electronic Article
Language:Spanish
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Published: [publisher not identified] [2020]
In: Veritas
Year: 2020, Volume: 45, Pages: 75-96
RelBib Classification:KBR Latin America
NCC Social ethics
TK Recent history
ZC Politics in general
Further subjects:B Foreign
B Inclusion
B Minorities
B School system
B Recognition
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Summary:Based on the evidence of the migration phenomenon in Chile, the situation of foreign immigrant students is examined, taking as a reference the regulations of the school system and the perspective the redistribution or recognition dilemma. In particular, the text aims to show the consequences of the understanding generated by this dilemma in relation to the equality/diversity dialectic, to explain the effects of inclusive discourse on the situation of immigrant students, considered as a minority group paradigm. With this purpose, a particular legislative corpus that extends between the years 2009-2015 is distinguished and analyzed, which is characterized by massively introducing the idea of an inclusive educational policy as ideology to be pursued by the school system.
A partir de la evidencia del fenómeno migratorio en Chile, se examina la situación de los estudiantes inmigrantes extranjeros, tomando como referencia la normativa del sistema escolar y la perspectiva del dilema redistribución o reconocimiento. En particular, el texto pretende mostrar las consecuencias de la comprensión generada por dicho dilema en relación con la dialéctica igualdad/diversidad, para explicar los efectos del discurso inclusivo sobre la situación de los estudiantes inmigrantes, considerados como paradigma de grupo minoritario. Con este propósito, se distingue y analiza un particular corpus legislativo que se extiende entre los años 2009-2015, el cual se caracteriza por introducir masivamente la idea de una política educativa inclusiva como ideario a perseguir por el sistema escolar.
ISSN:0718-9273
Contains:Enthalten in: Veritas
Persistent identifiers:DOI: 10.4067/S0718-92732020000100075