Los 'porteros' y el cuidado de los edificios escolares. Una mirada etnográfica sobre los sujetos y las políticas educativas.
Fecha
2011
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
Los distintos actores políticos y los lugares de lo político en la escuela han sido
habitualmente analizados desde definiciones que reconocen su peso centrado en los
ámbitos jurídico-políticos del Estado en sus vínculos con el resto de la vida social. A
través de ello ha quedado velada la presencia de otros actores, espacios y prácticas
que resultan fundamentales para comprender procesos de confrontación y negociación
relativos a la aplicación de políticas educativas.
El interés por comprender manifestaciones recurrentes que tienden a alterar y
desarticular los carriles por los que transita la vida cotidiana de las escuelas primarias
en la ciudad de Neuquén, nos confrontó con la necesidad de describir situaciones
que nos llevaron a considerar la manera particular en la que se vinculan porteras/
os a través de lo cotidiano con las políticas educativas nacionales y provinciales. La
pugna por el control que ejercían los/as porteros/as a través del aspecto edilicio ante
a una dirección debilitada, ponía sobre el tapete su protagonismo en la toma de las
decisiones, interviniendo en la política educativa y su materialización en el cotidiano
escolar. Esto nos condujo a considerar que para comprender las políticas edilicias
en el sector educación, era imprescindible poner el foco en los sujetos y colectivos
que intervienen y en las relaciones sociales implicadas en la implementación de esas
políticas y así evitar análisis inconducentes de políticas en términos dicotómicos:
protagonismo o ausencia del Estado.
The different political actors and political sites in school have usually been analyzed from definitions that focus their importance on the legal-political State in its ties with the rest of social life. Through it has been concealed the presence of other actors, spaces and practices that are fundamental to understanding processes of confrontation and negotiation on the implementation of educational policies. The interest in understanding recurrent events that tend to disrupt and dismantle the ways through which passes the daily life of primary schools in the city of Neuquén, faced us with the need to describe situations that led us to consider the particular way in which linked gatekeepers through daily life with the national and provincial education policies. The fact of seeing them actively involved in the circuit of their implementation, mediation between schools and authorities, put on the table its role in making decisions, taking part in educational policy and its realization in everyday school life. This led us considering that to understand building policies in education sector, it was imperative to focus on individuals, groups and social relationships involved in the implementation of these policies to avoid irrelevant policy analysis in dichotomous terms : ownership or absence of the State.
The different political actors and political sites in school have usually been analyzed from definitions that focus their importance on the legal-political State in its ties with the rest of social life. Through it has been concealed the presence of other actors, spaces and practices that are fundamental to understanding processes of confrontation and negotiation on the implementation of educational policies. The interest in understanding recurrent events that tend to disrupt and dismantle the ways through which passes the daily life of primary schools in the city of Neuquén, faced us with the need to describe situations that led us to consider the particular way in which linked gatekeepers through daily life with the national and provincial education policies. The fact of seeing them actively involved in the circuit of their implementation, mediation between schools and authorities, put on the table its role in making decisions, taking part in educational policy and its realization in everyday school life. This led us considering that to understand building policies in education sector, it was imperative to focus on individuals, groups and social relationships involved in the implementation of these policies to avoid irrelevant policy analysis in dichotomous terms : ownership or absence of the State.
Palabras clave
Escuela Primaria, Actores, Política, Vida Cotidiana., Primary School, Actors, Politics