Encountering risk: Teachers confronting violence in Veracruz
This article addresses some implications of the criminal violence experienced by teachers and the basic education communities in which they work in the central region of Veracruz. The conceptual foundation for the discussion is provided through the notions of significance, subject and violence. Meth...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/58000 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000 |
| Access Level: | acceso abierto |
| Palabra clave: | Risk School violence Discourse analysis Significance Subjectivity Subject Riesgo Violencia escolar Análisis de discurso Significación Subjetividad Sujeto |
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Encountering risk: Teachers confronting violence in VeracruzAtravesar el riesgo. Los docentes frente la violencia en VeracruzTreviño Ronzón, ErnestoRiskSchool violenceDiscourse analysisSignificanceSubjectivitySubjectRiesgoViolencia escolarAnálisis de discursoSignificaciónSubjetividadSujetoThis article addresses some implications of the criminal violence experienced by teachers and the basic education communities in which they work in the central region of Veracruz. The conceptual foundation for the discussion is provided through the notions of significance, subject and violence. Methodologically, the focus is on analyzing teachers’ discourse recorded through focus group and interview techniques. The author indicates how teachers experience situations characterized by insecurity and risk, how they assign new meaning to these situations, and how the subjects evolve, given the need to act in response to these situations. The author’s findings indicate that insecurity presents unprecedented challenges for teachers’ work and their personal lives. And although teachers may reflect upon the implications of the current context, their margins for action are extremely limited, and this is further accentuated by the lack of any significant institutional support.El artículo aborda algunas implicaciones que ha traído consigo la violencia delictiva experimentada en la región centro del estado de Veracruz, para el profesorado y las comunidades escolares de educación básica en que trabajan. La discusión se apoya, conceptualmente, en las nociones de significación, sujeto y violencia. Metodológicamente, el trabajo se sustenta en el análisis del discurso de profesores, registrado a través de la técnica de grupo de enfoque y de entrevista. Se muestra cómo los docentes experimentan situaciones de inseguridad y riesgo, cómo las resignifican y cómo devienen sujetos a partir de la necesidad de actuar frente a estas situaciones. Los hallazgos indican que la inseguridad plantea retos inéditos para el trabajo de los docentes y para su vida personal, y aunque son reflexivos sobre las implicaciones del actual contexto, sus márgenes de acción son sumamente limitados, lo que se acentúa por la ausencia de apoyos institucionales relevantes.Universidad Nacional Autónoma de México2017-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículo evaluado por paresapplication/pdfapplication/epub+zipapplication/octet-streamapplication/xmlhttps://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/5800010.22201/iisue.24486167e.2017.158.58000Perfiles Educativos; Vol. 39 No. 158: Octubre-DiciembrePerfiles Educativos; Vol. 39 Núm. 158: Octubre-Diciembre2448-61670185-269810.22201/iisue.24486167e.2017.158reponame:Perfiles Educativosinstname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICOinstacron:UNAMspahttps://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000/51377https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000/51378https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000/51747https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000/52470info:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/580002024-08-16T18:19:03Z |
| dc.title.none.fl_str_mv |
Encountering risk: Teachers confronting violence in Veracruz Atravesar el riesgo. Los docentes frente la violencia en Veracruz |
| title |
Encountering risk: Teachers confronting violence in Veracruz |
| spellingShingle |
Encountering risk: Teachers confronting violence in Veracruz Treviño Ronzón, Ernesto Risk School violence Discourse analysis Significance Subjectivity Subject Riesgo Violencia escolar Análisis de discurso Significación Subjetividad Sujeto |
| title_short |
Encountering risk: Teachers confronting violence in Veracruz |
| title_full |
Encountering risk: Teachers confronting violence in Veracruz |
| title_fullStr |
Encountering risk: Teachers confronting violence in Veracruz |
| title_full_unstemmed |
Encountering risk: Teachers confronting violence in Veracruz |
| title_sort |
Encountering risk: Teachers confronting violence in Veracruz |
| dc.creator.none.fl_str_mv |
Treviño Ronzón, Ernesto |
| author |
Treviño Ronzón, Ernesto |
| author_facet |
Treviño Ronzón, Ernesto |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Risk School violence Discourse analysis Significance Subjectivity Subject Riesgo Violencia escolar Análisis de discurso Significación Subjetividad Sujeto |
| topic |
Risk School violence Discourse analysis Significance Subjectivity Subject Riesgo Violencia escolar Análisis de discurso Significación Subjetividad Sujeto |
| description |
This article addresses some implications of the criminal violence experienced by teachers and the basic education communities in which they work in the central region of Veracruz. The conceptual foundation for the discussion is provided through the notions of significance, subject and violence. Methodologically, the focus is on analyzing teachers’ discourse recorded through focus group and interview techniques. The author indicates how teachers experience situations characterized by insecurity and risk, how they assign new meaning to these situations, and how the subjects evolve, given the need to act in response to these situations. The author’s findings indicate that insecurity presents unprecedented challenges for teachers’ work and their personal lives. And although teachers may reflect upon the implications of the current context, their margins for action are extremely limited, and this is further accentuated by the lack of any significant institutional support. |
| publishDate |
2017 |
| dc.date.none.fl_str_mv |
2017-11-09 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares |
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article |
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publishedVersion |
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https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000 10.22201/iisue.24486167e.2017.158.58000 |
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https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58000 |
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10.22201/iisue.24486167e.2017.158.58000 |
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spa |
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spa |
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Universidad Nacional Autónoma de México |
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Universidad Nacional Autónoma de México |
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Perfiles Educativos; Vol. 39 No. 158: Octubre-Diciembre Perfiles Educativos; Vol. 39 Núm. 158: Octubre-Diciembre 2448-6167 0185-2698 10.22201/iisue.24486167e.2017.158 reponame:Perfiles Educativos instname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO instacron:UNAM |
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