Las dimensiones relacionales y simbólicas de los sistemas educativos: Hipótesis para el caso chileno

Abstract

By using some of the central concepts of Bourdieu's sociological theory, current educational systems are conceptualized, and the Chilean case in particular, as social spaces where different symbolic distinctions are produced on the basis of the relational existence of its components. Particular aspects of such distinctions are analysed for the Chilean case and it is maintained that the political-public analysis of such a system has not been conceived in this way; on the contrary, the system has been studied as containing non related units.