School-Community Democratic Relations: Analysis of a Deliberative Process in the School District of Valparaíso, Chile (Poster 10)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Timely Leadership Issues From Various Socio, Cultural, and Racial Perspectives

Abstract

In Chile, the educational market has deepened a patronage logic between school and community, hindering democratic relationships. This case study analyzes a participation experience carried out by a school district, giving a voice to the educational communities. 309 students, 170 directors, 975 teachers, 560 education assistants, and 358 parents from 54 public schools participated in the Community Educational Project (PEC) survey. The information was analyzed using inferential statistics. Results show that while all the actors consider strengthening public education a priority, linking the school to the community was the last priority. We discuss the key role that school districts play in promoting participation and the need to move towards opening schools to the community.

Authors

• Paula Ascorra, Pontificia Universidad Catolica de Valparaiso

• Pamela Soto Ramirez, Pontificia Universidad Católica de Chile

• Veronica Lopez, Universidad Catolica de Chile

• Francisca Alvarez-Figueroa, University of Manchester

• Esteban Poblete

• Silvana Saez, Corporación Municipal de Valparaíso