Significados e concepções de bem-estar nas políticas educacionais chilenas
DOI:
https://doi.org/10.5027/psicoperspectivas-Vol25-Issue1-fulltext-3613Palavras-chave:
bem-estar, escola, gestão emocional, políticas educacionaisResumo
O estudo do bem-estar ganhou relevância internacional, incentivando as escolas a promoverem seu desenvolvimento. O Chile não está alheio a essa realidade, com inúmeras regulamentações recentes que impulsionam essa abordagem. Este estudo tem como objetivo compreender os significados e as concepções de bem-estar nas políticas educacionais chilenas desde o início da pandemia. Utilizou-se um desenho qualitativo no qual foi analisado um corpus documental composto por políticas educacionais do Ministério da Educação do Chile. Os resultados mostram que o bem-estar está ligado principalmente à gestão emocional dos alunos, com o objetivo de otimizar seu desempenho acadêmico. Surgem duas metáforas-chave: a da produção, que enfatiza o manejo individual das emoções para melhorar o desempenho acadêmico, e a do cultivo, centrada no fortalecimento das habilidades socioemocionais para o desenvolvimento pessoal. Essas metáforas refletem diferentes abordagens sobre como o bem-estar é concebido e buscado. Assim, surge uma tensão entre uma perspectiva individualista, que responsabiliza o aluno por seu bem-estar, e outra que destaca o papel da escola em potencializar essas habilidades. São analisados os efeitos dessas perspectivas sobre o funcionamento escolar, com ênfase na necessidade de conceber o bem-estar como um fenômeno situado e socialmente construído.
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Copyright (c) 2026 Lorena Ramírez-Casas del Valle, Diego Palacios Díaz, Enrique Baleriola Escudero, Nigel Manchini, Teresa Báez Oyanedel (Autor)
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