Exclusión educativa y violencia estructural en el modelo educativo flexible caminar en secundaria

Abstract

Educational exclusion is a problem that has been approached from different perspectives and that has mobilized efforts at the international, national and local levels. All this leads to the configuration of different strategies to attend to it; This is the case of the ‘Caminar en Secundaria’ Flexible Model, which seeks to reincorporate the high school student population that has been left out due to their conditions of vulnerability into the educational system. However, different situations can be observed that prevent him from achieving his purpose. For this reason, this article analyzed the processes of inclusion and exclusion that occur in the implementation of the ‘Caminar en Secundaria’ Flexible Model, in six institutions in the City of Medellín. The analysis is done understanding this phenomenon as a form of Structural Violence. This is a qualitative research, with a hermeneutical phenomenological approach. Information was collected through semistructured interviews and focus groups. Among its main results, it is possible to identify the procedures that generate structural violence within the model: the decontextualization of urban reality and two processes of educational exclusion called segregation and segmentation; related to the organization of the model within the institutions, and with the curricular, methodological and didactic adaptations that are detrimental to educational quality, as well as the absence of training and support for teachers. It should be noted that all this is the responsibility of the State, which is being assumed by educational institutions with their limited resources.