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 "Castro-Carrasco, Pablo J."

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    National Parent Associations’ Subjective Theories of Post-Pandemic School Violence in Chile: A Qualitative Exploratory Study
    (MPDI, 2026) 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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    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.
    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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    School violence and convivencia escolar in Chilean public policy in the post-pandemic context
    (Springer Nature, 2026) Carrasco-Aguilar, Claudia; Castro-Carrasco, Pablo J.; Rodríguez-Pastene Vicencio, Fabiana; Caamaño-Vega, Vladimir; Gubbins-Foxley, Verónica; Zelaya, Martina
    The return to in-person schooling after the pandemic heightened public concern about school violence and convivencia escolar in Chile. This study examines how the Chilean Ministry of Education constructs these phenomena. Using critical discourse analysis, we analyzed 34 official documents published between 2022 and 2024. The analysis involved coding excerpts referring to violence, convivencia escolar, and mental health, examining recurring discursive strategies, and grouping the excerpts into interpretive repertoires according to shared semantic and pragmatic patterns: (a) From conflict to violence: an institutional reading; (b) School violence and convivencia as objects of institutional regulation and control; and (c) Convivencia escolar as formative learning. The findings are discussed in relation to tensions among punitive, regulatory, and formative approaches, as well as school management. Limitations include the exclusive use of Ministry documents and the inability to generalize the results.