La Análisis del Discurso de las Políticas de Prevención de la Radicalización Violenta de 10 Países Europeos y su Impacto en los Sistemas Educativos
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Después de los ataques del 11 de septiembre las sociedades e instituciones occidentales intentan responder a los ataques terroristas. La lucha contra la radicalización gana protagonismo en las agendas internacionales. El Programa de la OCDE para la Evaluación Internacional de Estudiantes (PISA) propone un nuevo objetivo de aprendizaje: la competencia global. Esta investigación analiza cómo las actitudes de esta competencia se reflejan en los planes gubernamentales para la prevención de la radicalización de diez países europeos: España, Suecia, Alemania, Dinamarca, Países Bajos, Austria, Bélgica, Francia, Reino Unido y Finlandia. Se realizó un análisis lexicométrico del discurso con el software Iramuteq que combina un análisis cuantitativo y cualitativo para facilitar un análisis comparativo. Si bien las políticas socioeducativas europeas son, teóricamente, un pilar fundamental en la búsqueda de la integración, en la práctica, la red de correspondencia muestra una política centrada en la amenaza del terrorismo, se prioriza la intervención policial y el papel de la educación es insignificante. Concluimos que las políticas para la prevención de la radicalización europeas no reflejan las características que definen una ciudadanía democrática, interculturalmente competente y no están alineadas con la competencia global. Sugerimos promover la transversalidad y unidad de políticas que favorezcan la integración y la cohesión social y revalorizar el papel de la escuela como medio proactivo de inclusión.
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