ABSTRACT
This paper will analyze the forms of operation of the Chilean Educational System (SECL) operates, since the 1980 Reform (imposed by the military dictatorship and which continues to orient specifically the organization of the Educational System), and the consequent development of the named Secondary Student Movement (MES). It should be noted that such an approach is not seen as the result of a causal relationship or as a product of a given social “crisis”, but rather as a social process that was generated over time and led to significant student mobilization at the beginning of the 21st century in Chile. With this objective, two concepts of Niklas Luhmann General Theory of Social Systems are used to observe how every social system inclusion/exclusion processes take place in the operation and, specifically, to analyze the ways in which these phenomena are stabilized in society.
KEYWORDS:
educational system; mercantile education; inclusion/exclusion; equality/inequality