Políticas inter-culturales en la escuela: significados, disonancias y paradojas

espanolLa escuela se vale, para la atencion del alumnado de origen extranjero, de distintos dispositivos bienintencionados que definen y miden la diferencia, reconocen su potencial excluyente y pretenden afrontarla mediante diversas politicas interculturales e inclusivas. Este trabajo analiza uno de esos dispositivos: las aulas temporales de adaptacion linguistica (ATAL). Su proposito es detectar las posibles disonancias entre las acciones pedagogicas que estas aulas promueven, y las logicas que las sustentan y justifican. Es decir, las contradicciones y paradojas que pueden producirse entre sus discursos politico-normativos y sus practicas aparentemente inclusivas. Este estudio, basicamente etnografico, ha tomado como referencias epistemologicas fundamentales el enfoque o “problematica del conocimiento” y la “interculturalidad critica”. Mediante una serie de observaciones de campo y entrevistas a los principales actores involucrados, se pretende conocer las practicas derivadas de la aplicacion de este dispositivo, como son valoradas y como se interpreta el significado de la dualidad inclusion-exclusion en contextos educativos multiculturales. Concretamente, se realizaron veintiocho entrevistas a directores, profesorado ATAL y jovenes de origen extranjero de varios establecimientos escolares de cuatro provincias de Andalucia (Cadiz, Granada, Huelva y Sevilla). Los resultados de su analisis ponen de manifiesto un conjunto de discordancias que invitan a cuestionar el significado intercultural e inclusivo de estas aulas especificas. En la mayor parte de los casos, su apoyo pedagogico resulta ser meramente compensatorio. En realidad, su objetivo primordial es normalizar la diferencia, entendiendola como una doble carencia, cultural y curricular, que debe ser compensada o corregida. En la escolaridad operan, a menudo de manera callada, sistemas de razon que asignan identidad a los sujetos. Sus efectos se hacen especialmente evidentes en dispositivos, como estas aulas paralelas, asociados a las politicas de equidad y atencion a la diversidad cultural. Aunque digan responder a politicas inclusivas, pueden favorecer la segregacion, la discriminacion y la exclusion. EnglishThe school uses, for the attention of foreign students, different well-meaning devices that define and measure the difference, recognize its exclusionary potential and seek to address it through various intercultural and inclusive policies. This paper analyzes one of these devices: the Temporary Classroom of Linguistic Adaptation (TCLA). Its purpose is to detect possible disagreements between the pedagogical actions that these classrooms promote, and the logic that sustains and justifies them. In other words, the contradictions and paradoxes that can occur between their normative-political discourses and their apparently inclusive practices. This study, basically ethnographic, has taken as fundamental epistemological references the approach or “problematic of knowledge” and “critical interculturality”. Through a series of field observations and interviews with the main actors involved, the aim is to learn about the practices derived from the application of this device, how they are valued and how the meaning of dual inclusion-exclusion is interpreted in multicultural educational contexts. Specifically, twenty-eight interviews were conducted with directors, TCLA teachers and young people of foreign origin from various schools in four provinces of Andalusia (Cadiz, Granada, Huelva and Seville). The results of their analysis reveal a set of discordances that invite us to question the intercultural and inclusive meaning of these specific classrooms. In most cases, their pedagogical support is merely compensatory. In reality, its primary objective is to normalize difference, understanding it as a double deficiency, cultural and curricular, that must be compensated or corrected. In schooling, systems of reason that assign identity to subjects operate, often quietly. Their effects are especially evident in devices, such as these parallel classrooms, associated with policies of equity and attention to cultural diversity. Even if they claim to respond to inclusive policies, they can encourage segregation, discrimination and exclusion.