Experiences of student participation in contexts of crisis from an intercultural perspective

Authors

DOI:

https://doi.org/10.31391/S2007-7033(2021)0057-002

Keywords:

participation, crisis, interculturality

Abstract

The social crisis in Chile that triggered the “social outbreak” at the end of 2019, produced the momentary closure of schools and the reorganization of daily life for a large part of the population. In this framework, this research sought to understand the experience lived from the voice of primary school students from a Chilean public school, framed in a two-year participatory action research (PAR) process with the coexistence team of said establishment. Participatory workshops and semi-structured interviews were held with students from 5th to 8th grade, which were analyzed from an intercultural and participatory approach. The results showed that the school closing experience had negative consequences for the students, and that when it reopened, it was constituted as a protective space that allowed the student body to face the social crisis collectively among peers: recognizing their personal and collective resources as actors social, wishing for more play spaces and greater participation as political subjects within the school. It is concluded regarding the relevance of these results in the context of the current situation due to COVID-19, especially regarding the need to promote intercultural mediations, student participation and emotional accompaniment within the context of crisis.

Downloads

Download data is not yet available.

Author Biographies

  • Vincent Burger, , Pontificia Universidad Católica de Vaparaíso, Chile,

    Psicólogo de la Pontificia Universidad Católica de Valparaíso. Docente colaborador en el taller de análisis en las organizaciones, carrera de Psicología, Pontificia Universidad Católica de Valparaíso. Líneas de investigación: ciberpsicología y poshumanismo filosófico.

  • Constanza Santibañez, , Pontificia Universidad Católica de Valparaíso, Chile,

    Magíster en Gestión Cultural por la Universidad de Chile. Docente colaboradora en la carrera de Psicología en la Pontificia Universidad Católica de Valparaíso y psicóloga clínica del Servicio Médico Estudiantil de la misma Casa de Estudios. Líneas de investigación: participación estudiantil e interculturalidad, patrimonio cultural inmaterial y terapia familiar de enfoque sistémico.

  • Kevin Sepúlveda, , Pontificia Universidad Católica de Valparaíso, Chile,

    Psicólogo de la Pontificia Universidad Católica de Valparaíso. Ha trabajado realizando atención clínica y psicoeducativa individual y familiar en Clínica Kinésica y en la Clínica Psicológica de la Pontificia Universidad Católica de Valparaíso. Líneas de investigación: interculturalidad y metodologías participativas.

  • Carolina Urbina, , Universidad Andrés Bello, Chile,

    Doctora en Psicología por la Universidad Autónoma de Madrid, España. Profesora investigadora en la Facultad de Educación y Ciencias Sociales de la Universidad Andrés Bello, sede Viña del Mar, Chile. Líneas de investigación: convivencia escolar, inclusión educativa y crisis sociales.

  • Verónica López, , Pontificia Universidad Católica de Valparaíso, Chile,

    Doctora en Psicología por la Universidad Autónoma de Madrid, España. Profesora titular de la Escuela de Psicología de la Pontificia Universidad Católica de Valparaíso, Chile. Directora e investigadora del Centro de Investigación para la Educación Inclusiva (EduInclusiva) y Programa de Apoyo a la Convivencia Escolar. Líneas de investigación: convivencia escolar, inclusión educativa, exclusión educativa.

Downloads

Published

2021-06-30

Issue

No. 57 (2021): Learning to live together and living together to learn: Possibilities in a troubled world

Section

Thematic research

License

Copyright (c) 2021 Sinéctica

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Licencia Creative Commons

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International license.

Authors who publish in Sinéctica agree to the following terms:

The authors retain copyright and grant the journal the right of first publication of the authorized work simultaneously under a Creative Commons Attribution License, which allows others to share the work as long as both the authorship of the work and the initial publication in this journal are acknowledged.

Authors may enter into additional separate contractual agreements for non-exclusive distribution of the published version of the journal (e.g., publishing in an institutional repository or a book), with acknowledgement of initial publication in this journal.

Authors are allowed to publish their work in institutional repositories or on their own website before and during the submission process, as it may generate productive exchanges, as well as earlier and greater citation of the published work.

Explanatory note: As of 2017 Sinéctica is governed by the Creative Commons Attribution Non-Commercial 3.0 International License, a version that standardizes licenses internationally.

Articles published between 1992 and 2016 are covered by a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license, which allows a work to be shared and distributed non-commercially and with acknowledgement of the author, but prohibits modification of the original creation.