SciELO - Scientific Electronic Library Online

 
vol.28 número1EXCLUSIVIDAD Y FRAGMENTACIÓN: LOS PERFILES CULTURALES DE LA CLASE MEDIA EN CHILEOFERTA COMERCIAL, PUBLICIDAD E IMÁGENES EN TORNO A LA ÉLITE: VALPARAÍSO, 1900-1940 índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

Compartir


Universum (Talca)

versión On-line ISSN 0718-2376

Resumen

MUNOZ, Carlos et al. Antagonistic dialectical relationships between school culture and family culture of children in vulnerable contexts. Universum [online]. 2013, vol.28, n.1, pp.129-148. ISSN 0718-2376.  http://dx.doi.org/10.4067/S0718-23762013000100007.

The article presents the results of an ethnographic qualitative research carried out in the context of Anillos Project in Social Science funded by CONICYT. The study developed in a semi-rural commune of Concepción region, Chile, investigates the dialectical relationships produced by the matching between schools culture and cultural familiar inheritance which is conveyed by children in sixth junior level. The investigation includes the analysis of 24 ethnographic records about lessons in History and geography in three junior public schools. The contributions of the critical curriculum theory of the dialectic of learning and Bordieu’s theory allowed to describe the way that teachers face the habitus of vulnerable children. Among the results we highlight: 1) In the observed classes prevails the antagonistic dialectical relationships. 2) The didactic devices used and the teachers discourse built according to the observation of the official curriculum, without considering the students habitus. 3) Predominant tendency to the disappearance of the student not being valued the cultural inheritance of the student.

Palabras clave : School inheritance; cultural inheritance; curricular theory; symbolic violence; vulnerability.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons