The actions executed by the principals of two publics schools in Chile and their relationship with the identity of the school establishment in contexts of school vulnerability and educational competence
This study aims to generate a reading of school spaces from the perceptions of the protagonists (Moscovici, 1961; Jodolet, 1989). For this reason, the main objective of this research was to analyze the actions and tensions that, according to the opinion of the directors of municipal schools, favor a...
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| Formato: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/246358 |
| Acesso em linha: | https://hdl.handle.net/10533/246358 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ciencias Sociales Ciencias de la Educación Otras Especialidades de la Educación |
| Resumo: | This study aims to generate a reading of school spaces from the perceptions of the protagonists (Moscovici, 1961; Jodolet, 1989). For this reason, the main objective of this research was to analyze the actions and tensions that, according to the opinion of the directors of municipal schools, favor and hinder the formation of an identity that allows the municipal school establishment to become a quality educational offer in local educational contexts. Considering contextual views, the methodological approach was qualitative and instrumental "case study" type (Stake 2005). The analysis was carried out through the “Semantic Structural Analysis” (Greimas, 1996; Canales, 2006) to the speeches of two directors of municipal school establishments of the Education Corporation of the Maipú (CODEDUC). The results of the study confirm, firstly, that identity emerges discursively from the four dimensions that compose it, that is, when the directors define their school socially, their story is organized according to the Relationship of the Establishment with the Environment; Relationship of the Establishment with Time (past, present, future); Educational role and The establishment as a Place of Daily Life (Drealants, Van Ouytsel and Maroy, 2004). Second, the actions enunciated by the principals aimed at strengthening the identity of the school depend on the readings that each one generates regarding the internal elements of the school and the organizational environment (Hatch and Cunliffe, 2009). Consequently, the imbalances between culture and the possibility of managing image are those that constitute the main obstacles to strengthening (Hatch and Schultz, 2002). That is, it is the types of strategies and management models to deal with the environment from which principals act, which hinder or facilitate the construction of an identity that allows them to differentiate themselves from the rest of the schools and legitimize themselves in the educational context. local (Powell et DiMaggio, 1991). Therefore, both directors operate according to legitimate categories of being and acting (Dubar, 2002), thus defining "correct" identity types, which in one way or another, will influence the processes of construction of their identities through actions on both the cognitive and organizational levels (Draelants and Dumay, 2005). |
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