Abstract
Sociomaterial devices are key to understanding the translation of public policies into local practices. In this article we describe and analyze from a comparative perspective policies and practices of school climate in Chile and Argentina, from a perspective of the Theory of Actor Network (ANT), focusing on two sociotechnical devices: the classbook and its positive and negative annotations; and the charge note, used in Chile and Argentina respectively for the implementation and regulation of coexistence. The methodology included non-participant observations, in-depth interviews and a comparative analysis of the devices and the social regulations they proposed. We analyzed these devices using four analytical axes: the resolution of conflicts, the call for student participation, training for citizenship, and the construction of students as subjects. The results indicate that both devices form a network of sociomaterial relationships that position students differently with also distinguishable implications regarding their (auto versus hetero) regulation of behavior and the construction of student-subjects within the school system.
| Translated title of the contribution | Translating policies on school climate: Analysis of sociotechnical devices in Argentina and Chile |
|---|---|
| Original language | Spanish |
| Journal | Psicoperspectivas |
| Volume | 18 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2019 |