Abstract
The article analyzes the social representations of psychosocial pairs of municipal schools and discusses the definition and objective of this intervention device, which enters Chilean schools as one of the measures of social inclusion. We affirm that the school, as a space for human development, must assume responsibility for the inequities that prevent the most vulnerable children from becoming fully integrated into school life. However, the mere installation of the psychosocial duo in schools does not seem sufficient. Through group interviews, we approach the representation of psychosocial pairs to understand their work and how they are integrated into the school space. The results indicate that the process of insertion into schools has been difficult and excessively depends on the peculiarities and specific demands of each school. Teachers demonstrate resistance to the pairs’ actions, and ask them to carry out low-skill activities. The findings indicate a wide variability in functions and an excessive burden of administrative functions. Thus, the work of educational inclusion is co-opted by a variety of administrative obligations that divert the pair’s attention from the main purpose of working on educational inequality and inequity.
Highlights
Las escuelas chilenas incorporaron el dispositivo de intervención denominado “dupla psicosocial” a partir de 2008, fecha en que se promulgó la Ley 20.248 de Subvención Escolar Preferencial, conocida como ley SEP
The article analyzes the social representations of psychosocial pairs of municipal schools and discusses the definition and objective of this intervention device, which enters Chilean schools as one of the measures of social inclusion
We approach the representation of psychosocial pairs to understand their work and how they are integrated into the school space
Summary
Históricamente, el control social se ha configurado como formador de procesos organizacionales y sociales que pretenden ordenar la conducta humana con el fin de establecer hábitos colectivos. Algunos investigadores identifican como instrumentos de control social a las creencias, costumbres, expectativas y prácticas sociales que modelan el comportamiento de los individuos (Agamben, 2011; Giraldo, 2006; Redón, 2011; Romero et al, 2002; Vercellino, 2016); en este sentido, el control social constituye un mecanismo que busca reglamentar y estandarizar las conductas humanas. Algunos estudios realizados en América Latina confirman que el sistema educativo moldea las conductas, acciones y pensares de los individuos, alineándose como estrategia de crecimiento de productividad y eficiencia en la sociedad (Bravo, 2012; Jiménez, 2003; Santiago, 2017; Vercellino, 2016); en otras palabras, la escuela establece reglas y normativas que la estructuran como un dispositivo de control alineado con la lógica mercadista y el nuevo management público en los procesos educativos (Corvalán et al, 2016; Fuller, 2019; Madrid, 2016; Neumann, 2018; Villalobos y Quaresma, 2015). Desde la etapa preescolar, la escuela cumple un papel interventor en los procesos de socialización de las personas
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