School Conversation or Participation

School violence is not solved only by talking with them, which is essential, but by co-managing educational institutions with themselves. We know that since 1968.

Like all previous governments, this one also encounters school protests, which reach the destructive force of burning buses, as has happened these days, to be heard in their constant demands on teaching quality, the lack of educational infrastructure , the lack of sex education and, above all, the authoritarian and repressive abuse of the educational institution by its operators or agents.

The school and student mobilizations have been the heralds of the great social, political and cultural changes in the country, the student mobilizations of 1968 announced the triumph of the Popular Unity in 1970, the mobilizations against the Military Dictatorship between 1983 and 1986 had the students as the main actors in the streets, ending with the defeat of Pinochet in the 1988 plebiscite. The greatest cultural change in the country is shown with the great mobilization of women on March 8, 2020 with more than two million in the streets, had its announcement with the students in the feminist marches, bare-chested, for the equality and safety of women in December 2018.

In the genealogy of participation in 1968, what is installed in Chile is the three-state nature of university management, teachers, students and workers are in charge of their government. In our educational institutions, this management model, only of an advisory nature, is provided for in the School Councils, where teachers, students, parents and para-teachers must be represented. Launching these instances of educational co-management, albeit granting them decision-making powers, would be the safe and definitive way to end the need for the use of force and violence by schoolchildren and students to represent their rights and interests.

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School Conversation or Participation