The circle of non-dialogue: everyday interactions at schools located in vulnerable areas and Chilean educational system
Author
dc.contributor.author
Albornoz, Natalia
Author
dc.contributor.author
Assael Budnik, Jenny
Author
dc.contributor.author
Redondo Rojo, Jesús
Admission date
dc.date.accessioned
2021-06-22T19:11:44Z
Available date
dc.date.available
2021-06-22T19:11:44Z
Publication date
dc.date.issued
2021
Cita de ítem
dc.identifier.citation
Ethnography and Education 2021, Vol. 16, No. 2, 181–197
es_ES
Identifier
dc.identifier.other
10.1080/17457823.2020.1858322
Identifier
dc.identifier.uri
https://repositorio.uchile.cl/handle/2250/180195
Abstract
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The purpose of this research is to understand, through an ethnography, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Santiago, Chile. We address the problem in an educational model with an evaluation system based on high-stakes testing. The results give an account of interactions do not favour dialogue, there is a prevalence of a sequence of expository class, individual work and monitoring, hurry to cover the curriculum predominate, and the evaluation standards for learning are limited to content tests in the form of a standardised high-stakes test. The rationale behind these classroom practices follows a circular logic where the students are both the cause and consequence of the lack of dialogue.
es_ES
Patrocinador
dc.description.sponsorship
Fondo de Fomento al Desarrollo Cientifico y Tecnologico
1160445
CIAE
FB 0003