Artículos de Revistas

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https://repositorio.uft.cl/handle/20.500.12254/2382

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Examinando Artículos de Revistas por Autor "Caamaño-Vega, Vladimir"

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    Experts’ subjective theories: how did they explain post-pandemic school violence in their public discourse through digital media?
    (Frontiers Media, 0026-03-03) Zelaya, Martina; Castro-Carrasco, Pablo; Caamaño-Vega, Vladimir; Carrasco-Aguilar, Claudia; Rodriguez-Pastene-Vicencio, Fabiana; Gubbins, Verónica; Cuadra-Martinez, David; López-Oyarzún, Camila
    Introduction: In the aftermath of the COVID-19 pandemic, public communications have reported a rise in school violence. This study seeks to understand the collective subjective theories in the public discourse of experts on school violence after educational confinement due to the COVID-19 pandemic. Specifically, it aims at understanding the causes, effects, intervention strategies and contextual conditions associated with the challenges of school violence. Methods: Drawing on a documentary research design and qualitative methodology, we reconstructed subjective theories based on 109 public discourses on YouTube and Google News, by professionals in education, psychology, and other fields. Results: Three macro-level subjective theories were identified: Social subjective theory, Educational subjective theory, and Psychological subjective theory. These offer different explanations of the causes of violence, its consequences, and appropriate intervention strategies. Social Subjective Theory emphasizes exclusion, inequality, and systemic abandonment. Psychological Subjective Theory focuses on the deterioration of students’ mental health and emotional distress. Educational Subjective Theory highlights institutional fragmentation and policy contradictions. Discussion: The findings reveal that expert discourses, besides describing the problem, shape public agendas, justify interventions, and allocate responsibility. The study highlights the public role of expert knowledge in moments of micro and macro-level institutional uncertainty, showing how subjective theories function as interpretive frameworks of educational issues.
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    National Parent Associations’ Subjective Theories of Post-Pandemic School Violence in Chile: A Qualitative Exploratory Study
    (MPDI, 2026-06-30) Gubbins, Verónica; Flores, Paula; Carrasco-Aguilar, Claudia; Castro-Carrasco, Pablo J.; Caamaño-Vega, Vladimir; Rodríguez-Pastene-Vicencio, Fabiana
    The aim of this study was to reconstruct the subjective theories of national parent associations in Chile regarding school violence in the post-pandemic period. We performed a collective case study, employing a qualitative, interpretative, and exploratory approach. Information was produced through semi-structured interviews with leaders of four national associations. The information was examined using inductive thematic analysis. In general, parent association representatives largely described school violence as a loss of parental and pedagogical authority, weakening of the family–school bond, centralized school administration, and social vulnerability factors, intensified by the psychosocial impact of the COVID-19 pandemic lockdowns. The interviewees emphasized preventive and community-based approaches, including strengthening family involvement, incorporating school climate specialists, and implementing educational and recreational activities. Overall, the interviews show that parent association representatives tended to regard violence as a multisystemic phenomenon that, according to their accounts, requires joint efforts involving families, schools, the state, and communities rather than punitive or individualized approaches.
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    Press and School Violence: Subjective Theories in the Post-Pandemic Narratives in Chilean Online Newspaper
    (MDPI, 2025-12-18) Rodríguez-Pastene, Fabiana; Sorza Sara; Castro-Carrasco, Pablo J.; Carrasco-Aguilar, Claudia; Gubbins, Verónica; Caamaño-Vega, Vladimir; Zelaya, Martina
    This study examines how the explanations about school violence are constructed in Chilean online newspapers after the country—which had the longest period of school closures— returned to in-person classes. During early 2022, several complaints of school violence surged compared to the lockdown years, prompting questions about how the media shaped public interpretations of this rise. Using a content analysis of three Chilean online newspapers (“SoyChile”, “ElMostrador”, and “LUN”), this study reconstructed the Subjective Theories (STs) conveyed in their coverage. All articles (n = 50) published during three strategic periods of the 2022 school year were analyzed to identify explicit and implicit theories about the causes, intervening conditions, and strategies for addressing school violence. The most prevalent ST framed school violence as a structural problem, appearing 27 times. This narrative portrays the phenomenon as both inevitable and beyond the control of key actors, such as caregivers, teachers, school leaders, authorities, and students, ultimately reducing perceived accountability and agency in prevention or intervention efforts. Media discourse tended to legitimize explanations that locate school violence outside the sphere of individual or institutional responsibility
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    Teorías subjetivas sobre convivencia y violencia escolar en discurso experto en la prensa de 2022
    (Simon Fraser University, 2025-06-11) Fuentealba-Jorquera, Daniel; Rodríguez-Pastene-Vicencio, Fabiana; Andrada, Pablo; Castro-Carrasco, Pablo J.; Caamaño-Vega, Vladimir; Gubbins, Verónica; Carrasco-Aguilar, Claudia; Cuadra-Martinez, David; Zelaya, Martina
    El regreso a clases presenciales después de la pandemia desencadenó casos de Violencia Escolar (VE) en 2022. La prensa escrita a través de los diarios fue uno de los medios que abordó estos casos y puso el tema para ser discutido por sus lectores. En este medio, las cartas al director son relevantes ya que muestran las opiniones de las audiencias sobre un hecho actual, en particular la de expertos/as o personas influyentes de la sociedad civil. Esta forma de discurso público en la prensa aborda teorizaciones con carácter argumentativo de los fenómenos de VE y convivencia escolar (CE), de modo que puede ser estudiado desde las teorías subjetivas (TS). Metodología: La metodología fue de carácter cualitativo, y se utilizó la teoría fundamentada. El análisis incluyó un proceso de codificación abierta y axial en las 10 cartas al director seleccionadas. El medio elegido para la recolección de la muestra fue el diario chileno La Tercera. Resultados: Entre los hallazgos se obtuvo que existe una TS supraordenada que establece un insuficiente afrontamiento de la VE en el período pospandémico. Además, se encontró que la mayoría de las TS son iniciadoras de acción para abordar la CE y VE. Conclusiones: El discurso experto presenta teorizaciones acerca de la responsabilización de los adultos y las escuelas en el trabajo que se efectúa para abordar la VE y el cambio en el trabajo en CE. Los estudiantes son referenciados como sujetos pasivos, lo que podría limitar su desarrollo moral y participación en estos contextos. Introduction: The return to face-to-face classes after the pandemic carried effects that triggered cases of School Violence (SV) in 2022. The newspaper was one of the media that addressed these cases and raised the issue to be discussed by its readers. In this media, letters to the editor are relevant as they show the readers' opinions on a current event, particularly that of experts or influential people from civil society. This type of public discourse in the press deals with argumentative theorizing on the phenomena of school violence and school climate (SC), so that it can be studied from subjective theories (ST). Methodology: Qualitative methodology was followed, using Grounded Theory. The analysis included a process of open and axial coding in the 10 letters to the editor selected. The means chosen for the collection of the sample was the Chilean newspaper La Tercera. Results: Among the findings, there was a superordinate ST that establishes insufficient coping with SV in the post-pandemic period. In addition, it was found that most of the STs are action initiators to address SC and SV. Conclusions: The experts' discourse presents theorizations about the accountability of adults and schools in the work done to address SV, and change on SC work. Students are portrayed as passive subjects, which could limit their moral development and participation in these contexts.