2026-09-15T07:27:26Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1439042025-06-05T12:36:20Zcom_10366_68546com_10366_4666com_10366_3823col_10366_143838
Gestión del Repositorio Documental de la Universidad de Salamanca
author
Maturana Castillo, Daniela
author
Fernández Sánchez, Paulina
2020-08-31T12:45:11Z
2020-08-31T12:45:11Z
2020-07-31
Aula, 26 (2020)
0214-3402
http://hdl.handle.net/10366/143904
Explaining the Chilean educational system and education in contexts of exclusion and inequality requires an analysis that goes beyond educational conditions and goes deeper into segregation. This article explores the relationship between housing and educational policies implemented by the neoliberal system from the 1980s to the present in Chile, particularly in the town of Bajos de Mena, Santiago. Considering these policies and their relationship in the definition of inequality, the complexity of educating in these contexts is analyzed, based on the analysis of content from the story of a school teacher in this sector, where the labor and educational relationship is conditioned for the violence and the symbolic distance between students and teachers.
spa
info:eu-repo/semantics/openAccess
Desigualdad
Segregación
Exclusión
Marginalidad
Inequality
Segregation
Exclusion
Marginality
Educar en contexto de segregación territorial. El caso de Bajos de Mena
info:eu-repo/semantics/article
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URL
https://gredos.usal.es/bitstream/10366/143904/1/Educar_en_contexto_de_segregacion_territ.pdf
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Educar_en_contexto_de_segregacion_territ.pdf
URL
https://gredos.usal.es/bitstream/10366/143904/5/Educar_en_contexto_de_segregacion_territ.pdf.txt
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text/plain
Educar_en_contexto_de_segregacion_territ.pdf.txt