Transiciones dentro de la escuela obligatoria sueca: problematizaciones sobre políticas
Resumen
Hay una escasez de estudios de políticas sobre las transiciones educativas, especialmente dentro de la escolarización obligatoria. Este artículo presenta un estudio postestructural de la política de transición sueca basado en el enfoque de Bacchi (2009). ¿Cuál es el problema representado? (QPR). Los problemas identificados en los documentos directivos nacionales y las políticas locales están relacionados con una caída del rendimiento y podrían describirse como falta de información (de las necesidades individuales de los estudiantes), de coordinación y de confianza. Estas problematizaciones están conectadas tanto con un discurso individualista como con un nuevo discurso de gestión pública. La transición se considera un acontecimiento de corto plazo más que un proceso de adaptación y un «problema de educación especial». Esto coloca a los docentes en un segundo plano a favor de los coordinadores de necesidades de educación especial y cualifica al alumnado según la norma de no necesitar apoyo durante las transiciones. Si bien mejoran las posibilidades de apoyar al alumnado, con estas representaciones también se corre el riesgo de etiquetar como desviados y/o deficientes a los estudiantes que necesitan apoyo.
Palabras clave
transición educación primaria-secundaria primer ciclo, política de la educación, representación mental, SueciaCitas
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