Logo

3542 - The Latin-American origin immigrant students: cultural diversity management during secondary education (Madrid, Spain) / Estudiantes de origen latinoamericano: la gestión de la diversidad cultural en educación secundaria (Madrid, España)

English: This paper focuses on the Latin-American origin immigrant students during compulsory secondary education (ESO) in a public secondary school in Madrid ( Spain ). The starting point of the analysis is the verification of immigrant student's overrepresentation in several programs designed for students with special educational necessities (i.e. compensatory education, curricular diversification, etc.) and that during their last year of compulsory secondary education the majority of these students are recommended for alternative training programs that involve leaving their current school (i.e. initial professional training, compensatory education modules). Both these processes involve abandoning an "ordinary" academic trajectory. Drawing on a ethnographic research project conducted during 2007-08 and 2008-09 that has included participant observation, semi-directed interviews, audio and video-recordings and the analysis of different documents, we examine the representations and practices held by teachers and other professionals in the institution in relation to immigrant students. These are elements that configure immigrant student's institutional experiences and which contribute to their educational trajectories. Our findings suggest that in this secondary school, as is the case in other educational settings, a treatment of cultural diversity through a process that we define as externalization is becoming firmly established. This process is observable in a three-fold tendency to: 1) move immigrant students outside ordinary classrooms, 2) leave educational work with immigrant students to specialized professionals and technicians who are not part of the ordinary teacher-body, 3) give explanatory weight in relation to their academic performance to external factors such as previous schooling experiences, student's mother-tongue or family dynamics.                     

Spanish: La ponencia versa sobre el alumnado de origen latinoamericano de un centro escolar público de Madrid a su paso por la educación secundaria obligatoria (ESO). Partimos de la constatación de que este alumnado está sobre-representado en varios dispositivos orientados a quienes presentan necesidades educativas especiales (educación compensatoria, diversificación curricular, etc.) y es mayoritariamente propuesto, al terminar 4º de ESO, hacia otros que suponen el abandono del centro (programas de cualificación profesional inicial, aulas de compensación educativa, garantía social, UFILs…), todo lo cual señala su alejamiento paulatino de una trayectoria académica “ordinaria”. A partir de una investigación etnográfica realizada en 2007-08 y 2008-09, que ha incluido sesiones de observación participante, entrevistas semi-directivas a distintos agentes relacionados con el centro estudiado, grabaciones en vídeo, análisis de distintos documentos, etc., nos interrogamos sobre las prácticas y las representaciones de los docentes y otros profesionales del centro, en la medida en que van tejiendo el entramado institucional en que se desarrolla la experiencia socio-educativa de estos alumnos y que contribuyen a construir sus trayectorias académicas. Las conclusiones apuntan a que, en el IES estudiado, al igual que sucede en otros espacios del sistema educativo, se consolida un tratamiento de la diversidad socio-cultural que hemos calificado de externalización, que se manifiesta a través de una triple tendencia: 1) a desplazar a los alumnos inmigrantes del aula ordinaria; 2) a dejar la intervención socio-educativa con ellos en manos de técnicos “especializados” que no forma parte de su grupo de profesores; y 3) a atribuir el peso explicativo de sus trayectorias y rendimiento académicos a “factores externos”, tales como la experienci

Palabras claves: cultural diversity, secondary education, Latin-American origin immigrant students, attention to diversity

Autores: Jociles, María Isabel (Universidad Complutense, Spain / Spanien)

atrás

University of Vienna | Dr.-Karl-Lueger-Ring 1 | 1010 Vienna | T +43 1 4277 17575