The Contempt in the Chilean and Latin American educational context from social justice

Authors

DOI:

https://doi.org/10.31637/epsir-2024-1410

Keywords:

Education, Disparagement, colonialism, recognition, Social Justice, exclusion, right, inequality

Abstract

Introduction: This descriptive study of applied research explores contempt as part of pedagogical everyday practices in Latin American and Chilean education. Methodology: This approach studies contempt through the pragmatic dimension of discourse analysis. Results: The findings reveal forms of contempt that promote insecurity, exclusion, and lack of self-esteem and an educational system where colonialist pedagogical practices still prevail. Discussions: Contempt in educational contexts in Latin America and Chile is embedded in and subordinated to the colonization of knowledge, as Western values and identities are imposed upon the colonized and legitimized by colonizing institutions. Conclusions: There practices of contempt affect students from socio-culturally marginalized backgrounds, exacerbating dynamics of exclusion and failed recognition.

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Author Biographies

Maximiliano Heeren Herrera, Universidad de Los Lagos

Academic of the Department of Education, Universidad de Los Lagos, Chiloé, Chile. Bachelor in Education, High School Teacher in Language and Communication and Doctor in Education. Researcher, author and co-author of books on Evaluation in the classroom in intercultural context, Epistemology of pedagogy and evaluative discourses of teachers in the classroom, as well as articles in indexed publications or dissemination.

Deisy Cona Seguel , Universidad de Los Lagos

Mapuche Wenteche, Social Worker and Master in Regional and Local Economic Development and Territory Management, with experience in training, teaching and intercultural socio-educational management. She participated in the creation of the Chair of Indigenous Peoples at ULagos 2022-2024. She has studies in Mapuche knowledge and philosophy with pu Ngenpin Armando Marielo and Florencio Manquilef, as well as studies in gender perspective and diversity, in addition to rural development. She has worked in the public and private sector as a coordinator, advisor and manager of educational programs and projects.

Francisca Gallardo Farías, Universidad de Los Lagos

Student of the career of Pedagogy in General Basic Education at the Universidad de Los Lagos, Chiloé, Chile. She has experience as a school librarian. She has worked as a researcher in cultural heritage and is co-author of a book about history and neighborhood memory.

References

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Published

2024-10-23

How to Cite

Heeren Herrera, M., Cona Seguel , D., & Gallardo Farías, F. (2024). The Contempt in the Chilean and Latin American educational context from social justice . European Public & Social Innovation Review, 9, 1–17. https://doi.org/10.31637/epsir-2024-1410

Issue

Vol. 9 (2024)

Section

INNOVATING IN PSYCHOLOGY AND TEACHER TRAINING: THE BASIS OF A CONSTANTLY EVOLVING ADAPTATION

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Copyright (c) 2024 Maximiliano Heeren Herrera, Deisy Cona Seguel , Francisca Gallardo Farías

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