Transicions a l’escola obligatòria sueca: problematitzacions sobre polítiques
Resum
Hi ha una escassetat d’estudis de polítiques sobre les transicions educatives, especialment dins de l’escolarització obligatòria. Aquest article presenta un estudi postestructural de la política de transició sueca basat en l’enfocament de Bacchi (2009). Quin problema s’hi representa? (QPR). Els problemes identificats als documents directius nacionals i les polítiques locals estan relacionats amb una caiguda del rendiment i podrien descriure’s com a manca d’informació (de les necessitats individuals dels estudiants), de coordinació i de confiança. Aquestes problematitzacions estan connectades tant amb un discurs individualista com amb un nou discurs de gestió pública. La transició es considera un esdeveniment de curt termini més que no pas un procés d’adaptació i un «problema d’educació especial». Això situa els mestres en un segon pla a favor dels coordinadors de necessitats d’educació especial i qualifica l’alumnat segons la norma de no necessitar suport durant les transicions. Si bé milloren les possibilitats de donar suport a l’alumnat, amb aquestes representacions també es corre el risc d’etiquetar de desviats i/o deficients els estudiants que necessiten suport.
Paraules clau
transició d'educació primària a primer cicle de secundària, política educativa, representacions mental, SuèciaReferències
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Drets d'autor (c) 2025 Josefin Ånger
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