Publication: Representaciones sobre el concepto de derecho a la educación y equidad en Chile: análisis crítico del discurso legislativo de las Leyes nº 20.370, 20.529 y 20.845 y de los textos informativos del diario El Mercurio de 2011 y 2014
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2018-06-05
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Universidad Complutense de Madrid
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Abstract
Esta tesis doctoral tuvo como objetivo caracterizar las representaciones sociales sobre el derecho a la educación y la equidad, presentes en los mensajes presidenciales de las Leyes de educación N°20.370, 20.529 y 20.845, en las normas legales antes señaladas y en los textos informativos del diario El Mercurio del año 2011 y 2014. La investigación cobra relevancia tras las demandas de un movimiento estudiantil que logró posicionarse en el debate público en 2011, para cuestionar y replantear la dirección que se le estaba dando al proceso formativo. Centra, por tanto, su mirada en el análisis de las estructuras ideológicas que subyacen al discurso, para luego establecer el proceso de producción de sentido y significación social de ciertas creencias arraigadas sobre el derecho a la educación. Para ello, se observó el objeto de estudio desde tres perspectivas teóricas: la Mediación Social, el Análisis Crítico del Discurso (ACD) y el marco de la acción pública, y se analizó el corpus de investigación a través del software Atlas.ti y la aplicación de una matriz de ACD. Lo anterior, permitió establecer que la interacción entre los discurso normativo, institucional y mediático ha posibilitado el desarrollo de una visión de la educación como un servicio, que influenció el conocimiento, las opiniones y las actitudes de la sociedad chilena en las últimas décadas, en función del interés particular de grupos de poder que, a través de la coacción y del dominio de la esfera pública, han impuesto las directrices para construir e interpretar la realidad.
This doctoral thesis aims to characterize social representations about the right to education and equity, presented in the presidential messages of Education Laws Nos. 20,370, 20,529 and 20,845, in the aforementioned legal norms and in the informative texts published in the ‘El Mercurio’ newspaper between the years of 2011 and 2014. This research became relevant after the demands of a student movement positioned itself in public debate in 2011, questioning and rethinking the direction that was given to educational process. Therefore, this thesis focuses on analysing ideological structures that both underlie discourse and establish the process of production of meaning and social significance in certain deep‐rooted beliefs about the right to an education. For this, the object of study was observed from three theoretical perspectives; Social Mediation, Critical Discourse Analysis (CDA) and the Framework for Public Actions. The corpus of research was analysed through ‘Atlas.ti’ software and the application of an ACD matrix that outlines the interaction between normative, institutional and media discourse has enabled the development of a vision of education as a service.This therefore influenced the knowledge, opinions, and attitudes of Chilean society for the last few decades as a function of particular interest inpower groups, that as a result of coercion and domination of the public sphere have imposed guidelines for constructing and interpreting reality.
This doctoral thesis aims to characterize social representations about the right to education and equity, presented in the presidential messages of Education Laws Nos. 20,370, 20,529 and 20,845, in the aforementioned legal norms and in the informative texts published in the ‘El Mercurio’ newspaper between the years of 2011 and 2014. This research became relevant after the demands of a student movement positioned itself in public debate in 2011, questioning and rethinking the direction that was given to educational process. Therefore, this thesis focuses on analysing ideological structures that both underlie discourse and establish the process of production of meaning and social significance in certain deep‐rooted beliefs about the right to an education. For this, the object of study was observed from three theoretical perspectives; Social Mediation, Critical Discourse Analysis (CDA) and the Framework for Public Actions. The corpus of research was analysed through ‘Atlas.ti’ software and the application of an ACD matrix that outlines the interaction between normative, institutional and media discourse has enabled the development of a vision of education as a service.This therefore influenced the knowledge, opinions, and attitudes of Chilean society for the last few decades as a function of particular interest inpower groups, that as a result of coercion and domination of the public sphere have imposed guidelines for constructing and interpreting reality.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias de la Información, Departamento de Sociología IV, leída el 26-09-2017