Abstract
The article analyzes a set of perceptions of management teams on the implementation of the School Inclusion Law (LIE) and proposes that such appreciations are mediated by the school categorization policy of the National School Quality Assurance System (SAC). The opinions were collected through a survey of 407 members of school management teams. The results were interpreted from the theoretical notion of performativity, and it is stated that the representation of school quality through Performance Categories is associated with particular positions of conceiving a policy of school desegregation as the LIE, giving account of possible tensions between both regulations. Keywords: School labelling. School inclusion. Desegregation. Performativity.
Highlights
The article analyzes a set of perceptions of management teams on the implementation of the School Inclusion Law (LIE) and proposes that such appreciations are mediated by the school categorization policy of the National School Quality Assurance System (SAC)
The opinions were collected through a survey of 407 members of school management teams
The results were interpreted from the theoretical notion of performativity, and it is stated that the representation of school quality through Performance Categories is associated with particular positions of conceiving a policy of school desegregation as the Ley No 20.845 de Inclusión Escolar (LIE), giving account of possible tensions between both regulations
Summary
La Ley de Inclusión Escolar comenzó a implementarse gradualmente el año 2016, mientras que el sistema de categorización de escuelas del SAC, se implementó a partir del año 2014. El estudio busca responder a tres preguntas: 1) ¿hay diferencias en las percepciones de los equipos directivos sobre la LIE que puedan asociarse a sus resultados en el Sistema Nacional de Aseguramiento de la Calidad Escolar?, 2) ¿la percepción de los equipos directivos de diferentes Categorías de Desempeño está asociada a aspectos contextuales de la escuela?, y 3) ¿qué caracteriza a las escuelas que perciben más tensiones respecto a la implementación de la LIE?. Importa por tanto comprender las primeras percepciones que surgen de los equipos directivos de escuelas para entender los contextos escolares en que estas se gestan, y observar cómo los directivos traducen esta nueva política a la luz del resto de los requerimientos a los que deben responder. Revista de Estudios Teóricos y Epistemológicos en Política Educativa, v. 5, e2015181, p. 1-25, 2020 Disponible en: 3
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