Publication: Las contradicciones de la compensación: apropiaciones del programa de educación compensatoria en ESO
Loading...
Official URL
Full text at PDC
Publication Date
2020
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Centro de Investigaciones Sociológicas
Citations
Exportar
Abstract
Este artículo estudia el papel del programa de educación compensatoria en la construcción y gestión del fracaso escolar en Educación Secundaria Obligatoria. Basándose en un trabajo etnográfico, revela las luchas alrededor de los alumnos considerados “difíciles”, condicionadas por ideologías pedagógicas, recursos, esquemas de percepción docentes y lógicas profesionales. El dispositivo, estigmatizado y asociado a alumnos “disruptivos” y a un trabajo pedagógico duro, incide negativamente en las expectativas y vivencias de docentes y estudiantes, y muestra una escasa capacidad para compensar las desventajas escolares. Más que compensar desigualdades sociales, gestiona la heterogeneidad social por medio de la segregación y la exclusión interior.
This study examines the role of the compensatory education program on the construction and management of educational failure in compulsory lower secondary education. Drawing on ethnographic fieldwork, it reveals the everyday struggles regarding how to deal with “difficult” students, as determined by educational ideologies, resources, teachers’ schemes of perception and professional logics. The program is stigmatized and associated with “disruptive” students and hard pedagogic work, with negative effects on students’ and teachers’ experiences and expectations and reveals a limited capacity to compensate for pupils’ disadvantages. Rather than compensating social inequalities, it manages pupils’ social heterogeneity through segregation and exclusion from the inside.
This study examines the role of the compensatory education program on the construction and management of educational failure in compulsory lower secondary education. Drawing on ethnographic fieldwork, it reveals the everyday struggles regarding how to deal with “difficult” students, as determined by educational ideologies, resources, teachers’ schemes of perception and professional logics. The program is stigmatized and associated with “disruptive” students and hard pedagogic work, with negative effects on students’ and teachers’ experiences and expectations and reveals a limited capacity to compensate for pupils’ disadvantages. Rather than compensating social inequalities, it manages pupils’ social heterogeneity through segregation and exclusion from the inside.