Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This research examines the relation between religion and Human Rights in Chilean Catholic and Evangelical secondary school students. The theoretical schemata about the construction of values and their relation with the appreciation of certain human rights, describe the acquisition of behavioral patterns that remain through time as a result of the involvement of agencies of socialization such as family and school. The religious ethos of these Christian students, measured in this quantitative research through correlation and multiple regression analysis, shows minimal differences between Catholics and Evangelicals in their value base; their position is significantly contrary towards euthanasia and death penalty, and significantly supportive towards the regulation of external institutions such as the State, concerning to the practice of sexuality in private contexts. Differences between Catholics and Evangelicals can be still evidenced, nevertheless, by the theoretical aspects of both religions in Chile, their minority or majority condition in the context of the school, as an agency of socialization, and “political anomie”. As Christians, in their differentiation between Catholics and Evangelicals, drift away from their practice and commitment with their own religion, answers will become either less significant or completely opposite.

The following article is a part of the research "Violencias de Género: Otra mirada a la brecha escolar" (2018) carried out by Semilla Foundation, and aims to delve into the notion of Socio-Cultural Representations of Gender, -defined as the ideals, valuations and imaginaries surrounding gender roles- within young secondary school students in the metropolitan region of Chile. The article offers a contextualization regarding the gender approach and its relation with school violence, offering theoretical references supporting the proposed concept, as well as an analysis of how socio-cultural representations behave in the sample, and an index of representations proposed as an analysis tool. The article concludes that the majority of the secondary school youth individuals are attached to inclusive representations of gender questioning stereotyped gender roles.

This article aims to question certain discursive formulations around career and technical education in high school in Chile relegating it to a second-rate alternative. From a Foucauldian analysis, three discursive lines distributing students as ‘the others’ within our education system are drawn: the circumscription of joining career and technical education courses in high school as a choice, the alleged undesirability of this modality, and the simultaneous recognition of restrictions under its conception as an imperative.