Resumo

PADILLA FUENTES, Geraldo  e  RODRIGUEZ GARCES, Carlos. School Coexistence in Chile: An Analysis Based on the New Educational Quality Measurement Framework. Educación [online]. 2019, vol.43, n.2, pp.557-573. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v43i2.34117.

Scores on standardized tests and school performance are inadequate indicators that have been used to measure and assess quality for teaching-learning processes. Given this context, Other Quality Indicators (OQI) defined by Chile´s Ministry of Education seek to remedy this weakness by supplementing traditional metrics with a group of indexes associated with personal and social development of the students. Objective: Draw a profile of the trend for school coexistence climate and its dimensions comprised by a cross-cutting OQI to report on conditions that foster learning. Method: Student, Teacher and Parent questionnaires addressing school context analyzing perceptions about organization, safety of contextual questionnaires and respect of the educational space with inferential statistical modelling. Results: Perception and assessment about the state of coexistence in the school and classroom is determined by the role, position and responsibility of the evaluator. This explains the critical perspective of the students, the impartiality of the teachers and disassociation of the parents with the status of contexts of relationships at school. Given the intrinsic nature of everyday life and forced sharing of reduced physical spaces, classroom relationships are particularly problematic.

Palavras-chave : Quality of Education; School Coexistence Climate; Classroom Climate; Other Quality Indicators; School Community.

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