New Configurations in the Didactic Space. Analysis of Educational Inclusion Policies From the Perspective of Radical Constructivism Proposed by Humberto Maturana
DOI:
https://doi.org/10.15359/ree.26-2.33Keywords:
Educational inclusion, radical constructivism, emotions, public policy, diversityAbstract
Objective. This essay aims to reflect on the changes experienced by education in Chile since the implementation of the General Education Law (LGE) in 2009, which brought direct consequences in the implementation of various regulations and decrees from an inclusive perspective and valuing diversity. Discussion. This reflection is based on the epistemological view of Radical Constructivism as an explanatory domain of the ontogeny of knowledge from the subjectivity of the subject, his experiences, and interactions, rejecting the idea that reality is objective. Based on learning, this epistemic trend places the emotions as promoting elements of scopes for actions for the development of the teaching-learning process, which is coherent with the presented international studies that problematize emotions as a central element for such process. Conclusion. The conclusion is based on the understanding of emotions from an inclusive point of view, which allows explaining from what is proposed by the Radical Constructivism, the importance of emotions in the analysis of the results of the current public policy, and its affectation in the learning processes within the didactic space.
References
Agencia de Calidad de la Educación. (2021). Otros indicadores de calidad. https://www.agenciaeducacion.cl/otros-indicadores-de-calidad/
Bardach, L., Lüftenegger, M., Yanagida, T., Schober, B. y Spiel, C. (2019). The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. British Journal of Educational Psychology, 89(2), 239-258. https://doi.org/10.1111/bjep.12237
Barrio de la Puente, J. L. (2009). Hacia una educación inclusiva para todos. Revista Complutense de Educación, 20(1), 13-31. https://revistas.ucm.es/index.php/RCED/article/view/RCED0909120013A/15360
Booth, T. y Ainscow, M. (2011). Guía para la evaluación y mejora de la ecuación inclusiva. Desarrollando el aprendizaje y la participación en las escuelas (3.a ed.). CSIE; Consorcio Universitario para la Educación Inclusiva. http://formacion.intef.es/pluginfile.php/42200/mod_imscp/content/2/guia_indicadores_inclusiva_unesco.pdf
Bove, G., Marella, D. y Vitale, V. (2016). Influences of school climate and teacher’s behavior on student’s competencies in mathematics and the territorial gap between Italian macro-areas in PISA 2012. Educational, Cultural and Psychological Studies, (13), 63-96. https://doi.org/10.7358/ecps-2016-013-bove
Contreras-Quiroz N., Román-Soto, D., Druker-Ibáñez, S., Caldera-Mercado, J. y Rodríguez-Becerra, J. (2022). Indices of Favourable and Unfavourable Emotions in the Inter-Actional Context of the Classroom: Constructions from the Chilean Case. Education Sciences, 12(1), 1-21. 10.3390/educsci12010011
Dewaele, J.-M. y Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45-65. https://doi.org/10.14746/ssllt.2020.10.1.3
Eilam, E. (2019). Synchronization: A framework for examining emotional climate in classes. Palgrave Communications, 5(1), 1-11. https://doi.org/10.1057/s41599-019-0356-0
Fernet, C., Trépanier, S.-G., Austin, S. y Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481-491. https://doi.org/10.1016/j.tate.2016.07.019
Gaete, A. (2013). ¿Es sostenible el constructivismo radical? Cinta de moebio, (46), 1-8. http://dx.doi.org/10.4067/S0717-554X2013000100001
Gamlem, S. M. (2019). Mapping teaching through interactions and pupils’ learning in mathematics. SAGE Open, 9(3), 1-13. https://doi.org/10.1177/2158244019861485
Gizir, S. (2019). The sense of classroom belonging among pre-service teachers: Testing a theoretical model. European Journal of Educational Research, 8(1), 87-97 https://doi.org/10.12973/eu-jer.8.1.87
H. Congreso Nacional de Chile. (12 de septiembre, 2009) Ley Núm. 20370. Establece la Ley general de educación. Santiago, Chile. https://www.bcn.cl/leychile/navegar?idNorma=1006043
H. Congreso Nacional de Chile. (08 de junio, 2015) Ley Núm. 20485. De inclusión escolar que regula la admisión de los y las estudiantes, elimina el financiamiento compartido y prohíbe el lucro en establecimientos educacionales que reciben aportes del Estado. https://www.bcn.cl/leychile/navegar?idNorma=1078172
Ibáñez Salgado, N. (2001). El contexto interaccional en el aula: Una nueva dimensión evaluativa. Estudios Pedagógicos, (27), 43-53. http://dx.doi.org/10.4067/S0718-07052001000100003
Ibáñez Salgado, N. (2002). Las emociones en el aula. Estudios Pedagógicos, (28), 31-45. http://dx.doi.org/10.4067/S0718-07052002000100002
Ibáñez-Salgado, N. (2011). Aprendizaje-enseñanza: Mejora a partir de la interacción de los actores. Educación y Educadores, 14(3), 457-474. https://doi.org/10.5294/edu.2011.14.3.1
Jafari, S. y Asgari, A. (2020). Predicting students’ academic achievement based on the classroom climate, mediating role of teacher-student interaction and academic motivation. Integration of Education, 24(1), 62-74. https://doi.org/10.15507/1991-9468.098.024.202001.062-074
Laine, A., Ahtee, M. y Näveri, L. (2020). Impact of teacher’s actions on emotional atmosphere in mathematics lessons in primary school. International Journal of Science and Mathematics Education, 18(1), 163-181. https://doi.org/10.1007/s10763-018-09948-x
Lawrence-Brown, D. y Sapon-Shevin, M. (2014). Condition critical: Key principles for equitable and inclusive education. Teachers College Press.
López, V., González, P., Manghi, D., Ascorra, P., Oyanedel, J. C., Redón, S., Leal, F. y Salgado, M. (2018). Políticas de inclusión educativa en Chile: Tres nudos críticos. Archivos Analíticos de Políticas Educativas, 26(157), 1-24. http://dx.doi.org/10.14507/epaa.26.3088
Maturana, H. (1990). Emociones y lenguaje en educación y política. JC Saez Editor.
Maturana, H. (1995). La realidad: ¿Objetiva o construida?: I. Fundamentos biológicos de la realidad. Anthropos.
Maturana, H. (2013). La objetividad. Un argumento para obligar. Ediciones Gránica.
Ministerio de Educación de Chile. (21 de abril de 2010). Decreto 170. Fija normas para determinar los alumnos con necesidades educativas especiales que serán beneficiarios de las subvenciones para educación especial. https://www.leychile.cl/Navegar?idNorma=1012570
Ministerio de Educación de Chile. (5 de febrero de 2015). Decreto 83 exento. Aprueba criterios y orientaciones de adecuación curricular para estudiantes con necesidades educativas especiales de educación parvularia y educación básica. https://www.leychile.cl/Navegar?idNorma=1074511
Ministerio de Educación de Chile. (2017a). El primer gran debate de la reforma educacional: Ley de inclusión escolar. Agencia de Calidad de la Educación. https://www.rmm.cl/biblioteca-digital/libro-el-primer-gran-debate-de-la-reforma-educacional-ley-de-inclusion-escolar
Ministerio de Educación de Chile. (2017b). Informe nacional de la calidad de la educación 2017. Los desafíos de educar para la inclusión y la diversidad. https://archivos.agenciaeducacion.cl/IDH_web.pdf
Román Soto, D. (2019). “La educación inclusiva en Chile. Tensiones y encuentros entre la política pública vigente (Decreto n.o 170, 2009 y Decreto n.o 83, 2015) y el Espacio Didáctico” Akadèmeia, 18(1), 88-118. https://revistas.ugm.cl/index.php/rakad/article/view/280/284
Suyatno, S., Mardati, A., Wantini, W., Pambudi, D. I. y Amurdawati, G. (2019). The impact of teacher values, classroom atmosphere, and student-teacher relationship towards student attitude during learning process. International Journal of Learning, Teaching and Educational Research, 18(8), 54-74. https://doi.org/10.26803/ijlter.18.8.4
Von Glasersfeld, E. (1984). Introducción al constructivismo radical. En P. Watzlawick (Comp.), La realidad inventada: ¿Cómo sabemos lo que creemos saber? (pp. 20-37). Gedisa. https://kupdf.net/download/paul-watzlawick-y-otros-la-realidad-inventada-iquest-c-oacute-mo-sabemos-lo-que-creemos-saber-iquest-pdf_58b0032d6454a73f43b1e8d0_pdf
Von Glasersfeld, E. (1995). Despedida de la objetividad. En P. Watzlawick y P. Krieg (Comps.), El ojo del observador. Contribuciones al constructivismo (pp. 19-31). Gedisa.
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
