Directoras y directores escolares frente a la Ley de Inclusión escolar en Chile: entre compromiso, conformismo y resistencia.
Date
2021
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Publisher
Facultad de Educación. Pontificia Universidad Católica de Chile
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0719-0409
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Abstract
El artículo comunica los resultados de una investigación realizada en Chile sobre las
disposiciones de directoras y directores frente a la Ley de Inclusión Escolar, regulación que
promueve la desegregación escolar y que comenzó en 2016. Considerando el enfoque del
liderazgo inclusivo y de justicia social, el estudio se construyó a partir de una encuesta en
línea a 157 directoras/es de cuatro ciudades. Dado su carácter exploratorio, se siguió un
diseño cuantitativo no experimental con un alcance descriptivo. Los resultados muestran
que las y los directores comparten los principios de esta política, pero prevén que tendrán
problemas por la falta de capacitación de las y los profesores y por las tensiones que supone
implementar políticas de inclusión en un sistema escolar que mide la calidad a partir de
pruebas estandarizadas. Se propone que las y los directores manifiestan compromiso con los
principios de la política, pero a la vez un conformismo y resistencia con sus implicancias más
específicas, pues no aprecian que esta modifique las lógicas de funcionamiento de sus escuelas
The paper presents the results of a study carried out in Chile on the attitudes of principals to the School Inclusion Law, legislation that promotes the desegregation of schools and which went into force in 2016. Considering the approach of inclusive leadership and social justice, the study was conducted based on an online survey of 157 principals from four cities. Because of its exploratory nature, the study followed a non-experimental quantitative design with a descriptive scope. The results show that principals agree with the provisions of this policy, but they anticipate that they will have problems due to the lack of training of teachers and the tensions involved in implementing inclusion policies in the context of a school system that measures quality based on results on standardized tests. Therefore, school principals show commitment to the principles of the policy, but, at the same time, they demonstrate conformity with and resistance to its more specific implications, since they do not believe that it structurally changes the operating logic of their schools.
The paper presents the results of a study carried out in Chile on the attitudes of principals to the School Inclusion Law, legislation that promotes the desegregation of schools and which went into force in 2016. Considering the approach of inclusive leadership and social justice, the study was conducted based on an online survey of 157 principals from four cities. Because of its exploratory nature, the study followed a non-experimental quantitative design with a descriptive scope. The results show that principals agree with the provisions of this policy, but they anticipate that they will have problems due to the lack of training of teachers and the tensions involved in implementing inclusion policies in the context of a school system that measures quality based on results on standardized tests. Therefore, school principals show commitment to the principles of the policy, but, at the same time, they demonstrate conformity with and resistance to its more specific implications, since they do not believe that it structurally changes the operating logic of their schools.
Description
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Citation
Revista de Investigación Educacional Latinoamericana, Vol. 58, N° 1 (2021) p. 1-12
Keywords
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)