Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists
Introduction. In recent decades, school coexistence has become relevant for educational research and legislation in Latin America. However, in Chile and other countries, educational and promotional approaches coexist with other narrow ones of a punitive type, which individualize, prosecute, and excl...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Costa Rica |
| Recursos: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español inglés portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/14375 |
| Acesso em linha: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375 |
| Access Level: | acceso abierto |
| Palavra-chave: | School coexistence peaceful coexistence school discipline punitive practices teacher’s authority Convivencia escolar convivencia pacífica disciplina escolar prácticas punitivas autoridad docente convivência escolar coexistência pacífica práticas punitivas autoridade do professor |
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Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists Comprendiendo las prácticas punitivas en la convivencia escolar en Chile: Sentidos y usos en las voces de sus protagonistas Compreender as práticas punitivas na coexistência escolar no Chile: significados e usos nas vozes dos protagonistas |
| title |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| spellingShingle |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists Ortiz-Mallegas, Sebastián School coexistence peaceful coexistence school discipline punitive practices teacher’s authority Convivencia escolar convivencia pacífica disciplina escolar prácticas punitivas autoridad docente convivência escolar coexistência pacífica disciplina escolar práticas punitivas autoridade do professor |
| title_short |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| title_full |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| title_fullStr |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| title_full_unstemmed |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| title_sort |
Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of Protagonists |
| dc.creator.none.fl_str_mv |
Ortiz-Mallegas, Sebastián López, Verónica Valdés, Rene Yáñez-Urbina, Cristopher |
| author |
Ortiz-Mallegas, Sebastián |
| author_facet |
Ortiz-Mallegas, Sebastián López, Verónica Valdés, Rene Yáñez-Urbina, Cristopher |
| author_role |
author |
| author2 |
López, Verónica Valdés, Rene Yáñez-Urbina, Cristopher |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
School coexistence peaceful coexistence school discipline punitive practices teacher’s authority Convivencia escolar convivencia pacífica disciplina escolar prácticas punitivas autoridad docente convivência escolar coexistência pacífica disciplina escolar práticas punitivas autoridade do professor |
| topic |
School coexistence peaceful coexistence school discipline punitive practices teacher’s authority Convivencia escolar convivencia pacífica disciplina escolar prácticas punitivas autoridad docente convivência escolar coexistência pacífica disciplina escolar práticas punitivas autoridade do professor |
| description |
Introduction. In recent decades, school coexistence has become relevant for educational research and legislation in Latin America. However, in Chile and other countries, educational and promotional approaches coexist with other narrow ones of a punitive type, which individualize, prosecute, and exclude school conflicts. Goal. The objective of this study was to understand the meaning and use of punitive practices in Chilean schools. Methodology. Through a qualitative study with an emphasis on participatory methodologies, four analysis tables were held with representatives from the microlevel (students, parents), mesolevel (teaching and non-teaching professionals), and macrolevel (executers of Chilean educational policy at the regional level); they were analyzed using the content analysis technique. Results. The findings show that punitive practices are justified as a means to cushion the effects of an educational policy that pushes for better school results, insofar as their regulated use would allow schools to exclude those students not achieving good results from the classroom. In addition, understandings of the punitive practices associated with an authoritarian school culture that has a dictatorial past as a legacy are built, where the figure of the teacher stands as a severe but loving pedagogical authority. Conclusion. Punitive practices are understood within a gradual process, where the sanction begins when the training action had no effect. The implications of these meanings for educational action are discussed, problematizing the meaning of pedagogical authority in a culture that positively values punitive action. |
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2023 |
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2023-01-01 |
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info:eu-repo/semantics/publishedVersion journal article artículo artigo artículo original http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375 10.15359/ree.27-1.14375 |
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375 |
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10.15359/ree.27-1.14375 |
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spa eng por |
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Universidad Nacional, Costa Rica |
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Universidad Nacional, Costa Rica |
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Revista Electrónica Educare; Vol. 27 No. 1 (2023): Revista Electrónica Educare (January-April); 1-21 Revista Electrónica Educare; Vol. 27 Núm. 1 (2023): Revista Electrónica Educare (enero-abril); 1-21 Revista Electrónica Educare; v. 27 n. 1 (2023): Revista Electrónica Educare (janeiro-abril); 1-21 1409-4258 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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Understanding Punitive Practices in School Coexistence in Chile: Meanings and Uses in the Voices of ProtagonistsComprendiendo las prácticas punitivas en la convivencia escolar en Chile: Sentidos y usos en las voces de sus protagonistasCompreender as práticas punitivas na coexistência escolar no Chile: significados e usos nas vozes dos protagonistasOrtiz-Mallegas, SebastiánLópez, VerónicaValdés, ReneYáñez-Urbina, CristopherSchool coexistencepeaceful coexistenceschool disciplinepunitive practicesteacher’s authorityConvivencia escolarconvivencia pacíficadisciplina escolarprácticas punitivasautoridad docenteconvivência escolarcoexistência pacíficadisciplina escolarpráticas punitivasautoridade do professorIntroduction. In recent decades, school coexistence has become relevant for educational research and legislation in Latin America. However, in Chile and other countries, educational and promotional approaches coexist with other narrow ones of a punitive type, which individualize, prosecute, and exclude school conflicts. Goal. The objective of this study was to understand the meaning and use of punitive practices in Chilean schools. Methodology. Through a qualitative study with an emphasis on participatory methodologies, four analysis tables were held with representatives from the microlevel (students, parents), mesolevel (teaching and non-teaching professionals), and macrolevel (executers of Chilean educational policy at the regional level); they were analyzed using the content analysis technique. Results. The findings show that punitive practices are justified as a means to cushion the effects of an educational policy that pushes for better school results, insofar as their regulated use would allow schools to exclude those students not achieving good results from the classroom. In addition, understandings of the punitive practices associated with an authoritarian school culture that has a dictatorial past as a legacy are built, where the figure of the teacher stands as a severe but loving pedagogical authority. Conclusion. Punitive practices are understood within a gradual process, where the sanction begins when the training action had no effect. The implications of these meanings for educational action are discussed, problematizing the meaning of pedagogical authority in a culture that positively values punitive action.Introducción. En las últimas décadas, la convivencia escolar ha cobrado relevancia para la investigación y legislación educativa en Latinoamérica. Sin embargo, tanto en Chile como en otros países, conviven enfoques formativos y promocionales con otros estrechos, de tipo punitivo, que individualizan, judicializan y excluyen los conflictos escolares. Objetivo. El objetivo de este estudio fue comprender el sentido y uso de prácticas punitivas en escuelas chilenas. Metodología. A través de un estudio cualitativo con énfasis en metodologías participativas, se realizaron cuatro mesas de análisis con representantes del nivel micro (estudiantes, personas apoderadas) meso (profesionales docentes y no docentes) y macro (sujetos ejecutores de la política educativa chilena a nivel regional), las que fueron analizadas con la técnica de análisis de contenido. Resultados. Los hallazgos muestran que las prácticas punitivas se justifican como medio para amortiguar los efectos de una política educativa que presiona por mejores resultados escolares, en tanto su uso reglamentado permitiría a las escuelas excluir del aula al estudiantado que no logra buenos resultados. Además, se construyen comprensiones de lo punitivo asociado a una cultura escolar autoritaria que tiene como legado un pasado dictatorial, donde la figura docente se erige como autoridad pedagógica severa, pero amorosa. Conclusión. Las prácticas punitivas son comprendidas dentro de una gradualidad, donde la sanción comienza cuando la acción formativa no surgió efecto. Se discuten las implicancias de estos significados para la acción educativa, problematizando el sentido de la autoridad pedagógica en una cultura que valora positivamente la acción punitiva.Introdução. Nas últimas décadas, a convivência escolar tornou-se relevante para a pesquisa e legislação educacional na América Latina. No entanto, tanto no Chile como em outros países, as abordagens educativas e promocionais coexistem com outras estreitas, de tipo punitivo, que individualizam, processam e excluem os conflitos escolares. Meta. O objetivo deste estudo foi compreender o significado e o uso das práticas punitivas nas escolas chilenas. Metodologia. Por meio de um estudo qualitativo com ênfase em metodologias participativas, foram realizadas quatro mesas de análise com representantes do nível micro (alunos, pais), meso (profissionais docentes e não docentes) e macro (executores da política educacional chilena em nível regional), aqueles que foram analisados com a técnica de análise de conteúdo. Resultados. Os achados mostram que as práticas punitivas se justificam como forma de amortecer os efeitos de uma política educacional que prima por melhores resultados escolares, na medida em que seu uso regulamentado permitiria que as escolas excluíssem da sala de aula os alunos que não alcançam bons resultados. Além disso, constroem-se compreensões do punitivo associadas a uma cultura escolar autoritária que tem como legado um passado ditatorial, onde a figura do professor se coloca como uma autoridade pedagógica severa, mais amorosa. Conclusão. As práticas punitivas são compreendidas dentro de um processo gradativo, onde a sanção começa quando a ação formativa não surtiu efeito. Discutem-se as implicações desses significados para a ação educativa, problematizando o significado de autoridade pedagógica em uma cultura que valoriza positivamente a ação punitiva.Universidad Nacional, Costa Rica2023-01-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articletext/htmlapplication/epub+zipapplication/pdfapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/1437510.15359/ree.27-1.14375Revista Electrónica Educare; Vol. 27 No. 1 (2023): Revista Electrónica Educare (January-April); 1-21Revista Electrónica Educare; Vol. 27 Núm. 1 (2023): Revista Electrónica Educare (enero-abril); 1-21Revista Electrónica Educare; v. 27 n. 1 (2023): Revista Electrónica Educare (janeiro-abril); 1-211409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26942https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26943https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26944https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/28359https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26945https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26946https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/14375/26947Derechos de autor 2022 Compartidos: Revista y Autores(as)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2023-05-11T15:20:35Zoai:www.revistas.una.ac.cr:article/14375Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2023-05-11T15:20:35Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
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