Examinando por Autor "Cuadra-Martinez, David"

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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.
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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; 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.