Autor/es
Descripción
ver mas
Colaborador
Arias, Ana Josefina
Spatial Coverage
Temporal Coverage
2018-2022
Idioma
spa
Extent
78 p.
Derechos
info:eu-repo/semantics/openAccess
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
Formato
application/pdf
Identificador
Cobertura
1001160
Buenos Aires (province)
2018-2022
Abstract
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.
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.
Título obtenido
Magíster de la Universidad de Buenos Aires en Políticas Sociales
Institución otorgante
Universidad de Buenos Aires. Facultad de Ciencias Sociales