Biblioteca Digital de VanguardiaSchool conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina
In Argentina, the measuring of violence and school conflict has contributed to relativize the importance of socio-economic variables in the production of these phenomena. However, qualitative research on these issues continues to study schools from low-income sectors as a priority. By action or omis...
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| Lenguaje: | Inglés |
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Escuela de Psicología, Pontificia Universidad Católica de Valparaíso
2019
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| Acceso en línea: | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80739 |
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| author | Guido García Bastán; IIPsi CONICET / UNC Marina Edith Tomasini; IDH CONICET / UNC |
| author2 | CONICET |
| author_facet | CONICET Guido García Bastán; IIPsi CONICET / UNC Marina Edith Tomasini; IDH CONICET / UNC |
| author_sort | Guido García Bastán; IIPsi CONICET / UNC |
| collection | Repositorio |
| description | In Argentina, the measuring of violence and school conflict has contributed to relativize the importance of socio-economic variables in the production of these phenomena. However, qualitative research on these issues continues to study schools from low-income sectors as a priority. By action or omission, there is a kind of "eclipse" of the day-to-day life of the upper- class that could contribute to building conflict as a trait of vulnerable schools and, by extension, of their students. In this work, from a qualitative approach, we comparatively address some aspects of daily conflict in two schools in the city of Córdoba Capital. Our analysis supports the hypothesis that conflict in different social sectors may not differ completely in its types of demonstrations, although it does differ in the situational connotations that the incidents acquire, according to the frameworks from which they are interpreted. These frameworks reveal a moralization of incidents, which seems to operate differently in the production of moral subjects, an aspect that should be addressed in the design of coexistence policies. |
| format | |
| id | clacso-CLACSO80739 |
| institution | CLACSO, Repositorio Digital |
| language | Inglés |
| publishDate | 2019 |
| publisher | Escuela de Psicología, Pontificia Universidad Católica de Valparaíso |
| record_format | greenstone |
| spelling | clacso-CLACSO807392022-03-22T15:12:33Z School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina Los marcos de la conflictividad: Una aproximación comparativa a dos escuelas secundarias de Córdoba, Argentina Guido García Bastán; IIPsi CONICET / UNC Marina Edith Tomasini; IDH CONICET / UNC CONICET high school; interpretative frameworks; school climate; school coexistence; school conflict clima escolar; conflictos escolares; convivencia escolar; escuela secundaria; marcos interpretativos In Argentina, the measuring of violence and school conflict has contributed to relativize the importance of socio-economic variables in the production of these phenomena. However, qualitative research on these issues continues to study schools from low-income sectors as a priority. By action or omission, there is a kind of "eclipse" of the day-to-day life of the upper- class that could contribute to building conflict as a trait of vulnerable schools and, by extension, of their students. In this work, from a qualitative approach, we comparatively address some aspects of daily conflict in two schools in the city of Córdoba Capital. Our analysis supports the hypothesis that conflict in different social sectors may not differ completely in its types of demonstrations, although it does differ in the situational connotations that the incidents acquire, according to the frameworks from which they are interpreted. These frameworks reveal a moralization of incidents, which seems to operate differently in the production of moral subjects, an aspect that should be addressed in the design of coexistence policies. En Argentina, las mediciones de violencia y conflictividad escolar han contribuido a relativizar el peso de variables socio-económicas en la producción de estos fenómenos. Sin embargo, las investigaciones cualitativas sobre estas temáticas continúan estudiando de modo prioritario a las escuelas de sectores bajos. Por acción u omisión, se opera un "eclipsamiento" sobre las realidades cotidianas de los sectores altos que podría contribuir a construir a la conflictividad como rasgo propio de las escuelas vulnerables y, por extensión, de sus estudiantes. En este trabajo, desde un enfoque cualitativo, abordamos comparativamente algunos aspectos de la conflictividad cotidiana en dos escuelas de la ciudad de Córdoba Capital. Nuestros análisis abonan la hipótesis de que la conflictividad en distintos sectores sociales podría no diferir cabalmente en sus tipos de manifestaciones, aunque sí en las connotaciones situacionales que los incidentes adquieren, según los marcos desde los cuales son interpretados. Dichos marcos revelan una moralización de los incidentes, que parece operar de modo diferencial en la producción de sujetos morales, aspecto que debería atenderse en el diseño de políticas de convivencia. 2019-03-15 2022-03-22T15:12:33Z 2022-03-22T15:12:33Z http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80739 en <p>The author/s grant exclusive license without temporary limit for the manuscript to be published in the journal Psicoperspectivas. Individual and Society, published by the Pontifical Catholic University of Valparaiso (Chile).</p><p>All manuscript will be published under the Creative Commons 4.0 International License.</p> Los artículos serán publicados bajo licencia <a title="CC BY Atribución 4.0 Internacional" href="https://creativecommons.org/licenses/by/4.0/deed.es">Creative Commons 4.0 Internacional</a>. Los autores retienen sus derechos. <p>O(Os)/A(As) autores concedem licença exclusiva e sem limite de tempo para primeira publicação na Revista Psicoperspectivas. Individuo y Sociedad, editada com o respaldo da Escuela de Psicología da Pontificia Universidad Católica de Valparaíso (Chile).</p><p>O artigo sera publicado sob Licença <a class="action" style="text-decoration-line: none; font-size: 0.85em; text-transform: uppercase; font-weight: bold; font-family: Helvetica, ";Liberation Sans";, Arial, sans-serif; background-color: #d3d7cf; color: #871aaa !important;" href="http://creativecommons.org/" target="_new">CREATIVE COMMONS</a> 4.0 Internacional.</p> text/xml application/pdf Escuela de Psicología, Pontificia Universidad Católica de Valparaíso Psicoperspectivas: Individuo y Sociedad; Vol. 18, No. 1 (2019): Sección Temática: Violencia y convivencia escolar en América Latina Psicoperspectivas. Individuo y Sociedad; Vol. 18, No. 1 (2019): Sección Temática: Violencia y convivencia escolar en América Latina Psicoperspectivas. Individuo y Sociedad; Vol. 18, No. 1 (2019): Sección Temática: Violencia y convivencia escolar en América Latina |
| spellingShingle | high school; interpretative frameworks; school climate; school coexistence; school conflict clima escolar; conflictos escolares; convivencia escolar; escuela secundaria; marcos interpretativos Guido García Bastán; IIPsi CONICET / UNC Marina Edith Tomasini; IDH CONICET / UNC School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title | School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title_full | School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title_fullStr | School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title_full_unstemmed | School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title_short | School conflict frameworks: A comparative approach on two secondary schools of Córdoba, Argentina |
| title_sort | school conflict frameworks: a comparative approach on two secondary schools of córdoba, argentina |
| topic | high school; interpretative frameworks; school climate; school coexistence; school conflict clima escolar; conflictos escolares; convivencia escolar; escuela secundaria; marcos interpretativos |
| url | http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/1391 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/80739 |