Examinando por Autor "Carrasco-Aguilar, Claudia"

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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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    Ítem
    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.