María Ángeles Moreno Yus

La guetización escolar, una nueva forma de exclusión educativa

In this article, the results obtained in the research entitled Conditions and processes of the transformation of the school into a ghetto in an unequal world are shown partially. The main aim of this research is the analysis of the transformation of the school into a ghetto, it is studied from a teaching point of view and contextualized within the wide framework of educational and social exclusion, The research is framed within the qualitative tradition, adopting a hermeneutics approach. The study of cases or institutions has been the research procedure used. This procedure analyzes in depth a phenomenon, describing and analyzing its origins, causes, development and implications, observing it from diverse perspectives. In this case, the predominant perspective has been the overall view and the configuration of the problem designed by the teaching team. For this purpose, a wide range of collecting-information techniques have been used, such as individual and group semi-structured interviews and the study of cases, through an immersion in the research field over a long period of time. Three studies of cases have been carried out in schools characterized by being situated in disadvantaged socio-economic settings, with a school population at the risk of suffering social and educational exclusion and also, with teachers affected, in an unavoidable way, by these conditions and circumstances. As for the results obtained, we can state that the transformation of the school into a ghetto should be understood as a phenomenon concerning the educational community in a negative way, both from the structural point of view and from the cultural one, and whose problems are characterized by the institutional abandonment or the incapacity to offer an external response to the social exclusion included within the internal responses of the school. This promotes the incapacity or limitation of the school, due to the social exclusion present in the students and in their social and familiar context, to give both relevant and valuable educational responses.