Sentidos y concepciones del bienestar en las políticas educativas chilenas
DOI:
https://doi.org/10.5027/psicoperspectivas-Vol25-Issue1-fulltext-3613Palabras clave:
bienestar, escuela, políticas públicas, gestión emocionalResumen
El estudio del bienestar ha cobrado relevancia internacional interpelando a las escuelas a promover su desarrollo. Chile no está ajeno a esta realidad, con numerosas normativas recientes que impulsan este enfoque. Este estudio tiene como objetivo comprender los sentidos y concepciones del bienestar en las políticas educativas chilenas desde la pandemia. Se empleó un diseño cualitativo en el que se analizó un corpus documental compuesto por políticas educativas del Ministerio de Educación de Chile. Los resultados muestran que el bienestar se vincula principalmente a la gestión emocional de los estudiantes, con el fin de optimizar su rendimiento académico. Emergen dos metáforas clave: la de producción, que enfatiza el manejo individual de emociones para mejorar el desempeño académico, y la de cultivo, centrada en fortalecer habilidades socioemocionales para el desarrollo personal. Estas metáforas reflejan diferentes enfoques sobre cómo se concibe y se busca alcanzar el bienestar. Así, emerge una tensión entre una perspectiva individualista, que responsabiliza al estudiante de su bienestar, y otra que destaca el rol de la escuela en potenciar estas habilidades. Se analizan los efectos de estas perspectivas sobre el funcionamiento escolar, haciendo hincapié en la necesidad de concebir el bienestar como un fenómeno situado y construido socialmente.
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Derechos de autor 2026 Lorena Ramírez-Casas del Valle, Diego Palacios Díaz, Enrique Baleriola Escudero, Nigel Manchini, Teresa Báez Oyanedel (Autor)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los artículos serán publicados bajo licencia Creative Commons 4.0 Internacional. Los autores retienen todos sus derechos.