Discursive representations of relations of otherness in two municipal schools in Santiago de Chile

Abstract

The aim of the article is to interpret the discursive representations on the relations of Alterity of the groups of: Managers, classroom teachers, non-teaching professionals, parents and/or guardians and students. The method used was a case study of collective or multiple character to deepen the "proximities" and "discrepancies" of the phenomenon of interest to the researcher. The location of the study was two municipal schools and the time period was 2018. Its main finding reflects that both educational institutions do not understand Alterity and associate it with the concept of alternativity all groups to move towards a positive understanding of Alterity, as the articulating axis of a new school institution, must break the function of reproducing the normalising uniformity of the official host culture that welcomes.