Ciencias de la Familia

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https://repositorio.uft.cl/handle/20.500.12254/2381

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Examinando Ciencias de la Familia por Autor "Caamaño, Vladimir"

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    Public Discourse of the Chilean Ministry of Education on School Violence and Convivencia Escolar: A Subjective Theories Approach
    (MDPI, 2024-09-06) Castro-Carrasco, Pablo J.; Gubbins, Verónica; Caamaño, Vladimir; Gonzalez-Palta, Ingrid; Rodriguez-Pastene Vicencio, Fabiana; Zelaya, Martina; Carrasco-Aguilar, Claudia
    This study analyzed subjective theories on school violence and convivencia escolar expressed in the public discourse of the Chilean Ministry of Education in 2022. This research focused on the return to in-person learning, a time when concerns about violence in schools increased and public policies aimed at addressing it were launched. Inductive content analysis and grounded theory techniques were used to examine 66 tweets issued by official ministry accounts during 2022. The analysis identified three interpretative sets. The first suggests that although violence has external structural causes, it must be eradicated from schools. The second links convivencia escolar with well-being and socioemotional skills, but without an explicit association with violence. The third locates the origin of psychological distress in external factors but assigns its management to the school system. A predominance of expert knowledge existed in the promoted solutions. These findings are discussed based on the idea that the Ministry of Education’s discourse on Twitter not only informs but also seeks to shape educational common sense and validate public policies. This raises questions about its impact on the interpretive autonomy of school communities.
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    Subjective theories of the chilean teachers' union about school climate and violence during the return to face-to-face education after the pandemic: a study of web news
    (Frontiers Media S.A., 2024-11-24) Castro, Pablo; Cuadra-Martinez, David; Gubbins, Verónica; Rodriguez-Pastene, Fabiana; Caamaño, Vladimir; Zelaya, Martina
    Introduction: The COVID-19 pandemic increased school violence and worsened the school climate in Chile. In Chile, punitive control policies such as the Safe Class Law (Ley Aula Segura) have been adopted. A key actor in the public debate is the Chilean Teachers’ Union, due to its potential impact on new public policies on the issue. Objectives: The aim of this study was to reconstruct the subjective theories of school violence and school climate presented by the Chilean Teachers’ Union after the COVID-19 pandemic, in its public discourse broadcast on the web news. Methods: Based on a documentary study, a case study design and qualitative methodology, embedded in the FONDECYT project No. 1231667, titled “The social construction in Chile of school climate and school violence after the return to face-to-face education,” web news (N = 36) were analyzed in which the Chilean Teachers’ Union explains school violence and school climate after the pandemic. Results: We found subjective theories that explain the meaning of school violence and school climate, and external factors associated with the serious deterioration of these educational dimensions after the COVID-19 pandemic. Accordingly, we obtained a set of measures such as inclusive policies, curriculum, participation in the development of educational policies, and refunding public education that teachers propose to solve these phenomena in the future. Discussion: In the context of a union that has historically considered public policies to be non-participative in their formulation and distant from the schools’ reality, these findings have important implications for understanding the arguments of the Teachers’ Union about the need to improve mental health and working conditions as crucial elements for addressing school climate and school violence.