1 10 1 https://repositorio.sociales.uba.ar/files/original/10549e1c3fcb7fb9fe620424ad1d1f3f.pdf d5ff4bebe24e58f52eb6962f20094eda Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sacrificio y territorio : estudio de caso de las transformaciones institucionales de la Escuela primaria N° 49 del Municipio de Moreno posteriores al 2 de agosto de 2018 (agosto 2018- agosto 2022) Creator An entity primarily responsible for making the resource Pérez Córdoba, María Lujan Contributor An entity responsible for making contributions to the resource Arias, Ana Josefina Date A point or period of time associated with an event in the lifecycle of the resource 2026 Date Submitted Date of submission of the resource. Examples of resources to which a Date Submitted may be relevant are a thesis (submitted to a university department) or an article (submitted to a journal). 2026 Publisher An entity responsible for making the resource available Universidad de Buenos Aires. Facultad de Ciencias Sociales Rights Information about rights held in and over the resource info:eu-repo/semantics/openAccess <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">http://creativecommons.org/licenses/by-nc-nd/4.0/</a> Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) Format The file format, physical medium, or dimensions of the resource application/pdf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tesis de Maestría Tesis Trabajo de investigación que se exige para obtener un título de grado o postgrado Filiación institucional Universidad de Buenos Aires. Facultad de Ciencias Sociales. Buenos Aires, Argentina Fil: Pérez Córdoba, María Lujan. Universidad de Buenos Aires. Facultad de Ciencias Sociales. Buenos Aires, Argentina Título obtenido Título obtenido a partir de la defensa y aprobación de la Tesis Magíster de la Universidad de Buenos Aires en Políticas Sociales Institución otorgante Institución que otorga el título obtenido. Ejemplo: Universidad de Buenos Aires. Facultad de Ciencias Sociales Universidad de Buenos Aires. Facultad de Ciencias Sociales Lugar de edición Lugar dónde fue editado el documento: por ejemplo: Buenos Aires por ejemplo: Córdoba, Argentina Buenos Aires Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sacrificio y territorio : estudio de caso de las transformaciones institucionales de la Escuela primaria N° 49 del Municipio de Moreno posteriores al 2 de agosto de 2018 (agosto 2018- agosto 2022) Creator An entity primarily responsible for making the resource Pérez Córdoba, María Lujan Contributor An entity responsible for making contributions to the resource Arias, Ana Josefina Date A point or period of time associated with an event in the lifecycle of the resource 2026 Date Submitted Date of submission of the resource. Examples of resources to which a Date Submitted may be relevant are a thesis (submitted to a university department) or an article (submitted to a journal). 2026 Publisher An entity responsible for making the resource available Universidad de Buenos Aires. Facultad de Ciencias Sociales Subject The topic of the resource Educción Escuelas primarias Memoria colectiva Docentes Escuelas públicas Spatial Coverage Spatial characteristics of the resource. Provincia de Buenos Aires Temporal Coverage Temporal characteristics of the resource. 2018-2022 Description An account of the resource Elpresente estudio se postula como un aporte al debate sobre la institucionalidad escolar a partir del estudio de caso de las transformaciones institucionales de la Escuela primaria N° 49 (EP) posteriores al 2 de aqostol de 2018 en el Barrio San Carlos del Municipio de Moreno de la provincia de Buenos Aires. El estudio parte del interrogante que postulan los sociólogos Denis Merklen y Gabriel Kessler "¿asistimos a una desinstitucionalización del presente?" (Castel et al., p. 10) Ypropone posibles respuestas en torno a las aparentes transformaciones institucionales identificadas desde las voces de docentes, auxiliares, equipos de orientación y equipos de conducción que trabajaban en la escuela previo al 2 de agosto. Fil: Pérez Córdoba, María Lujan. Universidad de Buenos Aires. Facultad de Ciencias Sociales. Buenos Aires, Argentina Language A language of the resource spa Type The nature or genre of the resource info:eu-repo/semantics/masterThesis info:ar-repo/semantics/tesis de maestría info:eu-repo/semantics/acceptedVersion Extent The size or duration of the resource. 78 p. Rights Information about rights held in and over the resource info:eu-repo/semantics/openAccess <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">http://creativecommons.org/licenses/by-nc-nd/4.0/</a> Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) Format The file format, physical medium, or dimensions of the resource application/pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1001160 Buenos Aires (province) 2018-2022 Abstract A summary of the resource. This study aims to contribute to the debate on school institutional frameworks by analyzing a case study: the institutional transformations of Primary School No. 49 (EP) following the events of August 2, 2018, in the San Carlos neighborhood of the Moreno Municipality, Buenos Aires Province. The study is grounded in the question posed by sociologists Denis Merklen and Gabriel Kessler: "Are we witnessing a deinstitutionalization of the present?" (Castel et al., p. 10), and proposes possible answers based on the apparent institutional transformations identified through the voices of teachers, school aides, guidance teams, and leadership teams who were working at the school prior to August 2. The concept of "institutionality" is approached through dimensions reflected in routines, dynamics, discourses, and subjective imprints both in the periods “before” and “after” August 2. The objective is to analyze institutional frameworks through these dimensions at the educational establishment, which, due to the extraordinary nature of the events on August 2, allows for a reconstruction of a “before” and “after”—not only regarding the explosion as a central event but also as an opportunity to study the alteration of the analytical dimensions. The hypothesis proposed is that, within schools, alongside what the pedagogical field refers to as the “hidden curriculum,” there exists a form of “furtive institutionality” that, while not formally established, precedes the set of established rules, norms, and hierarchies. This tacit, unspeakable “furtive institutionality” becomes crystallized in the face of the extraordinary event of the explosion and is reconstructed in the institutional representations of what EP No. 49 “used to be,” centered around the figures of Sandra and Rubén. Through them, it becomes possible to conceptualize institutionality in a capillary way and through the elements that strengthen and revitalize it. The guiding research questions of this study are: What dynamics, routines, and subjective imprints emerged after the events of August 2, 2018? What elements does this event contribute to the reflection on the institutional framework of EP No. 49? Does the explosion transform the educational actors who carry out daily tasks at EP No. 49? Are the notions of “public school” reshaped among the school’s teachers? How is EP No. 49 re-institutionalized after the events? The methodology employed in this study is qualitative, using a case study approach to analyze the transformations in the institutional framework of EP No. 49. The study consists of ten interviews with individuals who were performing tasks at the school prior to August 2 and were also present on that day, representing different roles: teachers, school leadership, the guidance team, and support staff. The interviews were semi-structured and conducted between September 2020 and June 2022. The unit of analysis is the institutional framework of School No. 49 in Moreno based on the events of August 2, while the units of observation are the individual school workers who were performing their roles at the time of the explosion. Access to the field was achieved through the snowball sampling technique and by previously interviewing various educational and union leaders from the Moreno Municipality, which gradually enabled access to first-person testimonies from “within” the school. Opening the space for interviews proved to be a sensitive and challenging process, where the difficulty of working through the pain caused by absence was always present, along with the challenge of identifying traces of the implicit agreements that allow for the institutionalization of spaces for socialization and collective work. Table Of Contents A list of subunits of the resource. Introducción Capítulo 1. Aspectos generales Justificación del estudio Sobre leyes y santuarios Estudios antecedentes: Perspectivas “alegóricas”: Jean Pierre Bourdieu y Jean Claude Passeron, Myriam Feldfeber, Ana Josefina Arias y Pablo Di Leo. Perspectiva de la “decadencia del programa institucional”: François Dubet y Ana María Fernández. Problema de investigación: ¿Qué institucionalidad es la que se devela ante lo excepcional de una explosión? Objetivos general y específico Hipótesis: Institucionalidad furtiva, continuum de la institucionalidad tradicional Capítulo 2. Marco Teórico Estudio de dinámicas, rutinas y marcas subjetivas Lo extraordinario como posibilidad de estudio: la antropología y el estudio de las catástrofes ambientales y eventos críticos Estudios recientes sobre lo sucedido en Moreno y el estallido de la EP N° 49. Entre perspectivas de acción colectiva y demandas de justicia Capítulo 3: Diseño metodológico. El estudio de la institucionalidad desde una perspectiva de estudio “microsocial” e interpretativista Método de estudio y muestra: el estudio de caso y lo excepcional como oportunidad de estudio. Unidades de análisis y unidades de observación. Tipo de entrevistas utilizadas, guía de preguntas y criterio de validez. - Análisis de datos obtenidos Trabajo de campo: entre lo sensitivo, lo reflexivo y lo regular Capítulo 4. Los sentidos por la institucionalidad I Los días posteriores a la explosión: entre tensiones y reclamos en las calles y en el consejo escolar Crónica de una tragedia anunciada: descripciones en torno al 2 de agosto - Primeros hallazgos de las dimensiones de estudio Capítulo 5: Los sentidos por la institucionalidad II Sentidos de la escuela pública Interpretación de las dimensiones del estudio: la institucionalidad furtiva - La escuela como extensión del territorio. Capítulo 6: Conclusiones La institucionalidad furtiva Cueste lo que cueste. El sacrificio como capacidad de hacer escuela - La metáfora de lo “familiar” como garantía de confianza Escuela y territorio La institucionalidad furtiva, continuum de la institucionalidad tradicional - La ratificación del santuario Referencias bibliográficas Identifier An unambiguous reference to the resource within a given context <a href="https://repositorio.sociales.uba.ar/items/show/4722">https://repositorio.sociales.uba.ar/items/show/4722</a> 2 de agosto de 20 Escuela primaria N° 49 Estudio de caso Institucionalidad furtiva Moreno