Traduciendo políticas de convivencia escolar: Análisis de dispositivos sociotécnicos en Argentina y Chile

Translated title of the contribution: Translating policies on school climate: Analysis of sociotechnical devices in Argentina and Chile

Verónica López, Lucía Litichever, René Valdés, Andrea Ceardi

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

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 contributionTranslating policies on school climate: Analysis of sociotechnical devices in Argentina and Chile
Original languageSpanish
JournalPsicoperspectivas
Volume18
Issue number1
DOIs
StatePublished - 2019
Externally publishedYes

Fingerprint

Dive into the research topics of 'Translating policies on school climate: Analysis of sociotechnical devices in Argentina and Chile'. Together they form a unique fingerprint.

Cite this