Resumo

CARDENAS MANCILLA, Karen  e  ASCORRA COSTA, Paula. School coexistence and educational market? A comparative analysis between proxies and students. Sinéctica [online]. 2021, n.57, e1271.  Epub 21-Fev-2022. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2021)0057-014.

In Chile, in 2011, eight quality indicators were installed, which emerged as one of the responses to the failures of the educational system installed since the 1980s. One of these indicators is the “Climate of school coexistence”. Recent studies have raised difficulties in its measurement, which may affect its understanding within school communities. This study aimed to analyze the perceptions of students and parents regarding this indicator for the 2014-2018 cohorts, and compare the indicators of students and parents according to the type of school and cohort. A secondary analysis was performed using ANOVA. The results show differences in perceptions between parents and students; and significant differences in the perceptions of parents according to the type of school. The perceptions of parents can be explained by sociocultural elements, which have been favored by the Chilean educational market. In contrast, students’ perceptions seem to be linked to their own school experience. It is concluded that the evaluation of school coexistence should advance to an evaluation differentiated by educational actor. The construction of the indicator “Climate of school coexistence” used in Chile is questioned because it responds more to an educational market than to the improvement of educational quality.

Palavras-chave : school coexistence; educational quality; quality indicators; coexistence indicator; ANOVA.

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