Protagonists of school coexistence: roles and actions in the school from the Chilean educational policies

Abstract

The present text seeks to identify the roles and actions expected of the education community, described by different school coexistence policies in Chile, that is to say, from the macro-policies that guide their implementation in schools. From a documentary analysis, seven documents will be reviewed. These are two laws related to school coexistence issued by the legislative power -on School Violence and Safe Classroom-, and five updates to national policies presented by the Ministry of Education since 2002. The actions expected of the school community in general will be analyzed, as well as those for differentiated roles: administrative positions, coexistence director, students, teachers, family and education assistants. In this way, actors beyond those defined as key work teams will be analyzed. The results identify the responsibility of the education community in general with regards to school coexistence. Also, they show a tension due to the difference in guidelines regarding the origin of these policies, which impacts the action areas of the members, from the pedagogical, the administrative, and the socio-community aspect. Lastly, there is a pending challenge regarding the desire to shift the paradigms surrounding childhood in an adult-centric accountability context.