Abstract

BURGER, Vincent et al. Experiences of student participation in contexts of crisis from an intercultural perspective. Sinéctica [online]. 2021, n.57, e1290.  Epub Dec 13, 2021. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2021)0057-002.

The social crisis in Chile that triggered the social outbreak or Chilean Spring at the end of 2019 produced the momentary closure of schools and the reorganization of daily life for a large part of the population. In this framework, this study sought to understand, from the voices of primary school students from one Chilean public school, the experiences they lived and how they relate to school life. The study was framed in a two-year participatory action research with the school´s school climate team. Participatory workshops and semi-structured interviews were held with students from 5th to 8th grade, which were analyzed from an intercultural and participatory approach. The results showed that the experience of school closure had negative consequences for the students, and that when the school reopened, it was signified as a protective space that allowed students to face the social crisis collectively among peers, by recognizing their personal and collective resources as social actors. Students called for more play spaces and greater participation as political subjects within the school. We discuss the relevance of these results in the context of the current situation due to COVID-19, especially regarding the need to promote intercultural mediations, student participation, and emotional support within the context of crises.

Keywords : school; student; participation; crisis; intercultural education; Chile; school climate.

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