DESARROLLO

PROFESIONAL
Profesora Angelina Cceres
Universidad Mayor
THE PROBLEM
In a 2nd grade of high school there was a foreign student who
was incorporated in April with no clear reasons. This new
student X comes from Peru and was very shy. During her first
week she had a polite relationship with some of her classmates
and everything seemed to be fine. The problem started when
during the history class, the teacher asks the students about the
Pacific War and the territories that were conquered during that
period. The student gave her opinion but no one seemed to
agree with her. THEN, the xenophobic slurs began
DESCRIPTION OF THE PROBLEM
Dimension
Primary
dimension.
Type
Racial
discrimination.
Xenophobic
bullying.
Context
High School
Grade: 10
th

GENERAL INFORMATION
In Chile, there are more than
25 thousand of immigrant
students and 17 thousands of
them are in Santiago.
Santiago has 12 thousand of
enrolled students in 2013, and
35% of them are immigrants
(foreign students).
%

Per 30, 52 %
Argentina 16, 79 %
Colombia 8,07 %
Bolivia 7,14 %
Total 339,536
Taken and adapted from CENSO 2012
POSSIBLE SOLUTIONS AND
STRATEGIES
How to deal with xenophic slurs or racism/xenophobic bullying?
CONVICENCIA ESCOLAR (MINEDUC, 2010)
To teach students an inclusive language in order to promote
respect among the students.
To demonstrate students that any historical issue has a different
perspective.
Successful bullying prevention programs most often require
collaboration between school and home. (Throckmorton, 2005,
p.4)





POSSIBLE SOLUTIONS,
STRATEGIES AND ACTIVITIES
EDUCARCHILE y MARCO PARA LA BUENA ENSEANZA:
Anti-bullying week
The antibullying letter: It is a volunteer commitment to create a
school community where bullying is not admitted, and it is signed
by the director of the school, teachers, school board and a
representant of students. The letter is sent to each school along
with a summary of effective strategies to avoid bullying
Criterio B1: Establece un clima de relaciones de aceptacin,
equidad, confianza, solidaridad y respeto. (p.13)
ACTIVITY
We suggest discussing this matter during an extended school day,
with the attendance of all the students, parents and teachers of
the school, debating, for example, the meaning of the following
phrases:
Come palomas
Sale* de aqu, cholo o come palomas
Using the word peruano as a slur.
Indio hediondo
Negro



Then, the teacher asks the students, parents and teachers the following
questions in order to debate and think of the effects of those phrases in
immigrant students.
What do you think about these phrases? Have you heard of them
before? Have you used them?
What does each one try to convey? Which type of stereotype do they
represent?
How do we react when you hear this phrases?
How would the affected people feel after hearing this?
Why do you use these phrases? Do you feel better using it?
Finish the reflection with a video, which shows the reason of why Chile
has immigrants. https://www.youtube.com/watch?v=NZ_ZK0K5uCM

REFERENCES
Diario la tercera http://papeldigital.info/lt/2013/09/14/01/paginas/032.pdf
CENSO (2012). Sntesis de Resultados Censo 2012 IAB, Chile.
Throckmorton, W. (2005). Bullying Prevention Information: Resources for
Schools.
MINEDUC, (2010)
http://www.mineduc.cl/usuarios/convivencia_escolar/doc/201309131534370
.Discriminacionenelespacioescolar.pdf
Educar Chile http://www.educarchile.cl/ech/pro/app/detalle?id=205182
Qu opinas? Los inmigrantes en Chile
https://www.youtube.com/watch?v=NZ_ZK0K5uCM
Marco para la buena enseanza : Dominio B. Creacin de un ambiente propicio
para el aprendizaje. http://www.docentemas.cl/docs/MBE2008.pdf

THANK YOU!