Management of heterogeneity in chilean classrooms. Techniques, patterns of clustering and their effect on the education system: a case study

Abstract

This article analyzes the management of social, economic, cultural and academic student’s diversity in elementary schools to Chile, analyze the aim, techniques and patterns of grouping that teachers and managers used to generate clustering processes within the classroom. Through a case study, and using various qualitative research methods, the results show the existence of four patterns grouping –by discipline, by physical characteristics, by special educational needs and by individual cases– and three management heterogeneity techniques –for isolation, for heterogenization and for spatial positioning. The patterns grouping and management techniques being built simultaneously and relational way, from a staged process of defining roles and powers within the school. These results provide new elements for discussion of inclusion, quality and equity of the Chilean school system.