PRÁCTICAS DE (IN)JUSTICIA SOCIAL EN ESCUELAS CON BUENOS INDICADORES DE EFECTIVIDAD ESCOLAR

The objective of this study is to identify and describe the school practices that threaten the social justice of students in schools that have received good evaluations in Chile's educational system. To reach this end, an ethnographic analysis was carried out in two schools with good indicators and results of educational quality. Based on student experience, the results show that the teachers treat students differently depending on their degree of academic achievement, and that their support is conditioned to student conduct. In addition, the preeminence of punitive practices is seen to affect learning processes and lead to a lack of timely attention in discriminatory situations. The final discussion revolves around the tensions among the precepts of the new public administration and social justice.