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

Verónica López, Lucía Litichever, René Valdés, Andrea Ceardi

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

9 Citas (Scopus)

Resumen

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.

Título traducido de la contribuciónTranslating policies on school climate: Analysis of sociotechnical devices in Argentina and Chile
Idioma originalEspañol
PublicaciónPsicoperspectivas
Volumen18
N.º1
DOI
EstadoPublicada - 2019
Publicado de forma externa

Palabras clave

  • Actor-network theory
  • Argentina
  • Chile
  • Devices
  • Public policies
  • School climate

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