NO ESTAR AQUÍ: EXCLUSIONES TERRITORIALES Y DISCURSIVAS EN UNA ESCUELA DE ESTRATO SOCIOECONÓMICO BAJO DE SANTIAGO DE CHILE
AUTOR(ES)
Peña, Mónica
FONTE
Educ. Soc.
DATA DE PUBLICAÇÃO
13/04/2017
RESUMO
ABSTRACT: The aim of this study was to determine if a group of 8th graders of a low socioeconomic status school recognize different social conditions, and their relation to education, through a game of social identities. Game results and their discussion process were analyzed with the method of critical discourse analysis. The results indicate that children not only categorize classes in relation to the educational level but also the education quality according to class, variable expressed through the territory in which the individuals live, placing themselves in a geographical and discursive territory characterized by exclusion .
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