Las clasificaciones escolares y la conformación de subjetividades diferentes y desiguales
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Centro de Estudios Sobre Diversidad Cultural.
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La segmentación del sistema educativo argentino posibilita recorridos educativos desiguales según el origen social de los niños y jóvenes. La Educación Especial aparece como “un circuito flotante" para los alumnos considerados “ineducables.” Muchos alumnos llegan a las escuelas de Educación Especial después de transitar por varias escuelas de EGB 1 y 2 y dicen que "no aprendieron nada." Sin embargo en este trabajo sostendré que “algo aprendieron,” aprendieron a percibirse como diferentes y desiguales a otros chicos. A partir de entrevistas grupales a estudiantes de una escuela de Educación Especial del Gran Mendoza describo las representaciones que tienen de sí mismos y cómo estas categorías de autopercepción se han ido configurando durante su trayectoria educativa.
The diferences of educational system offer inequality educative trayectories for students come from different social clases. The Special Education apears how “floating trayectory” for students that are considered ineducated. Many children come to school of Special Education before to pass for many schools and they said “we couldn’t learn anything”. But in this work I afirm that they learned something, they leaned to recognize different to another childrens. Based in group interviews to estudents of special education school in Gran Mendoza I describe their representation and how their perception categories were built during their educational trayectories.
The diferences of educational system offer inequality educative trayectories for students come from different social clases. The Special Education apears how “floating trayectory” for students that are considered ineducated. Many children come to school of Special Education before to pass for many schools and they said “we couldn’t learn anything”. But in this work I afirm that they learned something, they leaned to recognize different to another childrens. Based in group interviews to estudents of special education school in Gran Mendoza I describe their representation and how their perception categories were built during their educational trayectories.
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