Suchergebnisse

In the context of a global educational reform movement, the principles and policies of the New Public Management (NPM) have become hegemonic to address the educational change in different countries of the world. Despite the critics received, there is a widespread perception that NPM programs are the most suitable to solve the problems that urge contemporary educational systems, which explains the massive adoption of their guidelines in different contexts. Recognizing that discursive and ideational aspects play an important role in this positioning, in this article we offer a set of conceptual and analytical tools to read critically educational policies in times of global reform. To fulfill this purpose, we examine the Norman Fairclough's Critical Discourse Analysis (CDA) approach and we link it with the Political Analysis of Discourse (PDA), a complementary analytical model to the CDA that distinguishes the specificities of the genre of public policies. Subsequently, and through an analytical exercise, we deployed a methodological – practical sequence for critical reading of texts and discourses of educational policy. Finally, we value the conceptual and analytical tools and emphasize on the need to integrate complaints and calls of hope through critical study of the discursive aspects of educational policy. ; En el contexto de un movimiento global de reformas educativas, los principios y políticas de la Nueva Gestión Pública (NGP) se han tornado hegemónicos para direccionar el cambio educativo en distintos países del orbe. Pese a los cuestionamientos recibidos, existe la percepción generalizada de que los programas de NGP son los más idóneos para resolver los problemas que apremian a los sistemas educativos contemporáneos, lo cual explica la masiva adopción de sus lineamientos en distintos contextos. Reconociendo que los aspectos discursivos e ideacionales juegan un papel relevante en dicho posicionamiento, en este artículo ofrecemos un set de herramientas conceptuales y analíticas para leer críticamente políticas educativas en tiempos de reforma global. Para cumplir dicho propósito examinamos el enfoque de Análisis Crítico de Discurso (ACD) de Norman Fairclough y lo vinculamos con el Análisis Político de Discurso (APD), modelo analítico complementario al ACD que releva las especificidades del género de política pública. Posteriormente, y mediante un ejercicio analítico, desplegamos una secuencia metodológica – práctica que posibilita estudiar críticamente textos y discursos de política educativa. Finalmente, valoramos las herramientas presentadas y enfatizamos en la necesidad de integrar lógicas denunciantes – anunciantes en el estudio críticamente orientado de los aspectos discursivos de la política educativa. ; No contexto de um movimento global de reformas educacionais, os princípios e políticas da Novo Gerencialismo Público (NGP) tornaram-se hegemônicos para enfrentar a mudança educacional em vários países do mundo. Apesar das criticas recebidas, há uma percepção generalizada de que os programas de NGP são os mais adequados para resolver os problemas dos sistemas educativos contemporâneos, o que explica a adoção em massa de suas diretrizes em diferentes contextos. Reconhecendo que os aspectos discursivos e ideacionais desempenhan um papel importante neste posicionamento, neste artigo vamos oferecer um conjunto de ferramentas conceituais e analíticas para ler criticamente as políticas educacionais em tempos de reforma global. Para cumprir esse propósito vamos examinar a abordagem da Análise Crítico do Discurso (ACD) do Norman Fairclough e associamos com a Análise Político Discurso (APD), um modelo analítico complementar à ACD para estudar as especificidades do gênero do política pública. Posteriormente, e através de um exercício analítico, apresentamos uma sequência metodológica – prática que possibilita estudar criticamente textos e discursos de políticas educacionais. Finalmente, avaliamos as ferramentas apresentadas e enfatizamos a necessidade de integrar lógicas denunciantes - anunciantes no estudo crítico dos aspectos discursivos das políticas educacionais.

During recent decades, and in the context of global movements for educational reforms, a series of inclusive policies have been enacted in Chile. Based on these transformations, the objective of this article is to analyse a set of policies aimed at the attention of special needs students. Methodologically, a documentary work was conducted, in which texts related exclusively to the attention of students with special needs were selected, and which were temporarily published between 1990 and 2018. Thus, a corpus of 14 documents was obtained, seven of which are analysed in-depth in this article. The analysis of the texts occurred in two phases: first, from a hermeneutical distancing process (Ricoeur, 1986, 2003), and, later, from a deconstructive analysis (Derrida, 1997). Among the most relevant findings, the binarisation of inclusion is observed, reducing it to the erection of barriers of accessing and teaching, and the shifting from disciplinary logic associated to normalisation to others of self-regulation. Finally, the emergence of logics of standardised difference was observed, which leans toward a normocentrality, where otherness would be understood as threat.