Estrategias educativas en sectores populares de Santiago: elección escolar, segregación residencial y Ley de Inclusión
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Date
2024
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Abstract
This article examines the educational strategies adopted by families living in two working-class neighborhoods in Santiago. These neighborhoods have been classified as “critical neighborhoods” by the State, and we explore the correlation between these strategies and the recently enacted Inclusion Law. This law was implemented in 2016 and, among other things, ends the selection of students by schools. Our qualitative research shows that schools play a significant and active role in the process of social differentiation within the neighborhood. Despite the socioeconomic homogeneity of the investigated neighborhoods, families establish symbolic boundaries in relation to those neighbors whom they perceive as lacking aspiration towards social mobility through the educational strategies they adopt. Given the diverse range of educational strategies identified, there are heterogenous viewpoints concerning the Inclusion Law. While some perceive it as a step forward in building a more equitable society, others view it as a potential threat to desired social mobility.
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Keywords
Segregation, Urban outskirts, Urban services