Tensions and critical aspects of the implementation of school climate policies, in Chile

López, Verónica; Ramı́rez, Leonardo; Valdés, René; Ascorra, Paula; Aguilar, Claudia Carrasco

doi:10.31619/caledu.n48.480

Cited by 14 publications

(15 citation statements)

References 18 publications

(43 reference statements)

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“…There is also a duality about responsibility in student training. On the one hand, López et al [15] point out that when there are difficulties with students, schools seek to "divert attention on the responsibility of the establishment, attributing itself to the student and his family" (p. 119). This is consistent with the study of Cárcamo [4] in which it indicates that the school blames the family(ies) and differs in the way of understanding education.…”

Section: Discussionmentioning

confidence: 99%

“…According to López at al. [15] approach the term family(ies) from a perspective focused on the delegation of responsibility in transgressive actions. Under this context, in this study, it is pointed out that: "[...] the theme of coexistence in schools is focused more on the attention of what schools call "the cases of problem students" than on an integral look of coexistence.…”

Section: Family(ies) In School Coexistencementioning

confidence: 99%

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Family(ies) in studies about school coexistence in Chile: a systematic review

et al. 2020

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Studies on school coexistence generally focus on the interaction between those who make up an educational institution. Many studies, in Chile, focus on students, teachers, and the management team, leaving aside other educational agents as educational assistants. The present study seeks to: a) Know whether research on school coexistence carried out in Chile considers family(ies) as an educational actor; b) Identify how their participation is assumed in processes related to school coexistence reported by research in this field. A systematic review was carried out for this purpose, selecting 27 articles processed through the prism flowchart. There is little consideration of the family(ies) as an active educational agent in studies of school coexistence in Chile. This makes the family(ies) invisible, reducing their responsibility and possibilities of participation as active agents in the constructive and interactive processes of school coexistence and the educational process of the new generations in their charge. These results show the need to strengthen this field of study and to promote the recognition of the family(ies) as active educational agents in the construction of school coexistence.

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Section: Discussionmentioning

confidence: 99%

Section: Family(ies) In School Coexistencementioning

confidence: 99%

Family(ies) in studies about school coexistence in Chile: a systematic review

et al. 2020

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“…Taking into consideration the punishments, or threats of punishment, generated by other organisms, which are more binding and relevant for the schools, then the logic of support becomes less powerful than the logic of punishment. This situation is exacerbated by the ineffectiveness of this support in relation to school climate, with the overwhelming presence of institutions and policies which loom over schools and are frequently at odds with each other (López et al, 2018a). This had already been reported by OECD in 2004.…”

Section: Discussionmentioning

confidence: 99%

A struggle for translation: An actor-network analysis of Chilean school violence and school climate policies

López¹,

Sisto²,

Baleriola³

et al. 2019

Educational Management Administration & Leadership

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In the last six years, Chile has carried out major reforms in school climate policy. However, these reforms are tied to two different realities that conflict with each other: a formative reality, which promotes a school climate of local decision-making and the improvement of school performance; and a punitive reality, which prioritizes improvement in the school climate through accountability protocols and regulations. We used Actor-Network Theory to describe the network of actors that underlie these realities. We analyzed key documents and conducted active interviews with actors responsible for the design and implementation of these policies. Results show that the assembled network enacts an accountability reality by means of the Law on Assurance of the Quality of Education, with key devices and s-objects performing the network. However, this enacted reality is at odds with a logic of school improvement that is still defended by the Ministry of Education, an actor that is no longer the main source of translation in the network. These results are discussed in light of the so-called “global triumph” of New Public Management through the dissemination of specific instruments that bring together subjects and objects in enacting the reality of accountability.

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“…No obstante, se han presentado tensiones y dificultades asociadas a la gestión e implementación de políticas educativas en Chile; por ejemplo, que el personal docente no conoce en su totalidad la normativa y las herramientas de gestión asociadas (López et al, 2018). Estas variables, a su vez, se intersecan con la necesidad de profesionales de la educación de recibir capacitación y lineamientos claros en términos de contención emocional, aspectos que esta política no abarca dado que su foco principal es la prevención de riesgos en el sistema escolar y el resguardo de la infraestructura asociada.…”

Section: Emergencias Y Políticas Educativas En Chileunclassified

Aplicación de la Escala de Afrontamiento Frente a Riesgos Extremos en el profesorado de preescolar en Chile en el contexto de emergencias masivas: estudio de caso

González

Zuloaga

2021

Rev. Educación

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La investigación que se presenta buscó identificar el estilo de afrontamiento a emergencias masivas en el ámbito educativo; en particular con personal docente que se desempeña en la etapa preescolar, dado que son figuras centrales en el desarrollo integral de niños y niñas entre 0 a 6 años. Se utilizó un método mixto, que estuvo compuesto por la aplicación de la Escala de Afrontamiento a Riesgos Extremos y por entrevistas en profundidad. En la aplicación de la escala participaron 25 personas y 4 en la entrevista en profundidad. Los criterios de inclusión fueron: poseer el título profesional de educación de niñas y niños, participar en el estudio de forma voluntaria y contar con autorización de quien dirige la corporación educacional. Los resultados arrojados develaron un estilo de afrontamiento activo en la mayoría de las personas participantes (64%), caracterizado por un abordaje proactivo de situaciones emergentes, autorregulación y una tendencia a buscar apoyo en el entorno. En el análisis de contenido, las respuestas de afrontamiento se presentaron en dos categorías: emociones y acciones. Se concluyó que existe un estilo de afrontamiento predominantemente activo en las personas participantes, al apreciarse que un componente esencial es la búsqueda de asistencia de terceras partes para afrontar situaciones críticas; por otro lado, emergió de la falta de preparación formal en estrategias de afrontamiento de emergencias desde la perspectiva afectiva, ligado a la contención y manejo de emociones.

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Tensions and critical aspects of the implementation of school climate policies, in Chile

Cited by 14 publications

References 18 publications

Family(ies) in studies about school coexistence in Chile: a systematic review

Family(ies) in studies about school coexistence in Chile: a systematic review

A struggle for translation: An actor-network analysis of Chilean school violence and school climate policies

Aplicación de la Escala de Afrontamiento Frente a Riesgos Extremos en el profesorado de preescolar en Chile en el contexto de emergencias masivas: estudio de caso

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