The Debate on Homework in Chilean Schools: Balancing Autonomy and Equity

The debate revolves around the practice of sending school assignments home, which has sparked discussions in academia, gained traction on social media, and is now being discussed in the Chilean National Congress.

A group of senators from various political parties recently introduced a bill to eliminate homework in Chilean schools, sparking widespread interest and debate.

The debate features two key guests: Paulo Volante, a philosophy graduate and head of the Magistra program at the Catholic University, and Carlos Ruz, a mathematics graduate, researcher, and founder of the 'La Tarea es Sin Tarea' movement.

Homework provides students with opportunities for independent and autonomous work, helping them develop skills, decision-making abilities, self-regulation, and the habit of working towards learning goals.

Experts emphasize the importance of homework in fostering habits and responsibilities that prepare students for higher education, where they must rely on self-discipline and self-regulation.

There is a legitimate concern for student well-being in the school system, but it is also essential to challenge students and create an environment where they can progressively grow in their capacities and skills.

The 'La Tarea es Sin Tarea' movement emerged as a response to perceived excessive homework burdens, questioning the necessity and impact of traditional homework assignments on students' well-being and learning.

In the discussion, it was noted that there were common elements among different types of schools, whether private, subdivided, or municipal. These common elements served as indicators that something significant was happening in the educational system.

The movement discussed in the conversation aimed to reflect on the current situation of children in the educational system. It highlighted the importance of school tasks as a pedagogical tool, emphasizing two dimensions: pedagogical reinforcement and cognitive development.

There is a clear inequality in how school tasks are approached, as highlighted by examples of families from different socio-economic backgrounds. Children from lower-income families face challenges in completing tasks without adequate support, unlike their counterparts from wealthier families.

Working parents, especially those with demanding schedules, struggle to find time and energy to assist their children with school tasks. This situation raises concerns about the role of schools in providing adequate support, especially in the context of full-day schooling agreements.

The implementation of full-day schooling at the beginning of the century was intended to eliminate educational inequities and reduce the need for homework. However, the spirit of full-day schooling has not been fully realized, leading to debates about the effectiveness of extended school hours.

The shift towards full-day schooling had significant economic implications, particularly in addressing disparities between schools with different resources. This change aimed to create a more equitable educational system by standardizing school hours and reducing inequalities.

Despite the intentions behind full-day schooling, there have been criticisms from political actors and researchers. Concerns have been raised about the lack of additional activities beyond traditional academics, leading to tensions regarding the effectiveness of extended school hours.

The extension of school hours through full-day schooling was seen as an opportunity to enhance learning experiences. However, questions arose about how the curriculum could be effectively integrated into these extended hours to ensure key skills like reading comprehension and problem-solving are adequately addressed.

Chile dedicates approximately 4 hours per week to studying outside the classroom, which is below the OECD average of 5 hours and significantly less than Shanghai's 13 hours. This raises questions about the emphasis on full school days in Chile, especially considering the high levels of mental health issues among children in recent years.

Recent data shows a significant deterioration in children's mental health in Chile over the past five to seven years. There is a concern about not replicating the high suicide rates seen in countries like South Korea due to academic pressure. The focus should be on creating harmony between childhood, education, and the school system.

A study in 2015 revealed that 80% of schools in Chile use free hours for workshop reinforcement rather than focusing on the formative tasks of students. This shift towards exam-oriented areas like PCU and ESM has led to stressed students, late-night homework, and overwhelmed parents.

Children in Chile spend around 7,000 hours playing, which is less than half of the recommended 15,000 hours. There is a concern that academic demands from schools may be limiting the playful aspect of a student's development, impacting their overall well-being.

Play is a crucial pedagogical tool, especially in early childhood development. It offers significant learning opportunities and should not be overshadowed by academic pressures. Implementing play-based learning is technically feasible and essential for a holistic educational experience.

Education should embrace diversity rather than enforce uniformity. Each stage of schooling, from early years to secondary education, requires a tailored approach. Proposals for educational laws should consider the unique needs of students at different levels, avoiding a one-size-fits-all approach.

Jorge Andrés Dugo disagrees with eliminating school assignments, mentioning that although school hours are exhausting, it doesn't guarantee more learning. He highlights the shortcomings schools are facing and how they try to address them by sending assignments home. Cintia Andrea adds that most working parents have to help their children with assignments after work, which is tiring.

A Twitter poll shows that 72% support the elimination of school assignments, while 28% oppose it, with 827 votes in favor so far.

There are existing legal mechanisms in public education that are not being respected or implemented effectively. While there may be a need to strengthen certain laws, the focus should be on utilizing the current legal framework to establish regulations effectively.

Parliamentarians have proposed changes without sufficient consultation with relevant movements and stakeholders. The emphasis should be on utilizing existing legal frameworks effectively rather than creating new laws in Congress.

Erika Jiménez argues that school assignments promote initiative, responsibility, and creativity. While acknowledging the benefits, there is a call for schools to improve the quality and type of assignments to foster family interaction and engagement.

There are schools that have opted not to assign weekend homework or have tailored assignments to involve parents more in early schooling years. The key is to adapt assignments based on the student's level and gradually introduce more complex tasks as they progress in their education.

Young children are less skilled in demanding and autonomous tasks due to their lack of focus and different habits. However, through structured guidance, students can develop the ability to face challenging tasks, preparing them for higher education. This process aims to cultivate autonomy, focus, and task orientation, which are crucial in Chile's educational context.

In Chile, task orientation is highly valued in education. Despite societal challenges like the devaluation of work and rigor, students who excel in task orientation tend to perform well in higher education and potentially in their future careers. Developing a strong work ethic and methodological approach early on can have long-lasting positive effects.

Excessive schoolwork can infringe on children's rights, particularly their right to play and have free time. In Chile, children spend a significant portion of their day in school, leaving limited time for relaxation and play at home. Balancing academic demands with the need for recreation is essential for children's well-being and development.

Children require ample time for play and relaxation to unwind from the stresses of school. Scientifically proven to enhance intellectual, emotional, and social capacities, play is a crucial aspect of childhood development. Restricting playtime solely to meet educational structures neglects the holistic needs of children and their overall well-being.

Schools operate within macro educational structures driven by policies and curricula focused on performance and measurement. While these structures aim to improve educational outcomes, they may overlook the individual needs of students, such as the essential role of play in child development. Balancing academic goals with holistic child development is crucial for a well-rounded education.