LA CONSTRUCCIÓN DE ESPACIO ESCOLAR Y LA JUSTICIA SOCIAL

La Justicia Social se ha convertido en los últimos años, en un tipo de requerimiento básico para lograr un proyecto educativo inclusivo, que coloque a la escuela en relación a los múltiples y complejos desafíos que la sociedad le plantea. Si bien, esta temática ha estado desde siempre acompañando la constitución de discursos educativos y pedagógicos, sus significaciones y alcances parecen ser mayores toda vez, que una serie de teorías han contribuido a ampliar su campo semántico. Hoy la Justicia Social, incorpora las discusiones sobre diferencia-igualdad en una lógica redistributiva, pero también incorpora el debate sobre diversidad-inclusión, en una lógica interseccional del reconocimiento. En este sentido, interesaría buscar indicios y evidencias de la promoción de la “justicia/injusticia social”,  desde las experiencias de construcción de espacio escolar que les son permitidas a los estudiantes en el contexto de la educación formal. Para ello, se acude a nociones humanísticas del espacio geográfico, donde la subjetividad traza las posibilidades de desarrollo identitario, definiendo marcas y huellas espaciales que son necesarias de comprender en profundidad y que pueden ser indicativas de la adhesión de ciertos actores a lógicas de actuación que promueven la construcción de igualdad e inclusión en la escuela.

The effect of gender context on children's social behaviour in a limited resources situation : an observational study

Knowing when to compete and when to cooperate to maximize opportunities for equal access to activities and materials in groups is critical to children's social and cognitive development. The present study examined the individual (gender, social competence) and contextual factors (gender context) that may determine why some children are more successful than others. One hundred and fifty-six children (M age=6.5 years) were divided into 39 groups of four and videotaped while engaged in a task that required them to cooperate in order to view cartoons. Children within all groups were unfamiliar to one another. Groups varied in gender composition (all girls, all boys, or mixed-sex) and social competence (high vs. low). Group composition by gender interaction effects were found. Girls were most successful at gaining viewing time in same-sex groups, and least successful in mixed-sex groups. Conversely, boys were least successful in same-sex groups and most successful in mixed-sex groups. Similar results were also found at the group level of analysis; however, the way in which the resources were distributed differed as a function of group type. Same-sex girl groups were inequitable but efficient whereas same-sex boy groups were more equitable than mixed groups but inefficient compared to same-sex girl groups. Social competence did not influence children's behavior. The findings from the present study highlight the effect of gender context on cooperation and competition and the relevance of adopting an unfamiliar peer paradigm when investigating children's social behavior.