Escuela y violencias: desplegando una relación problemática.
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Durante los últimos años, las políticas públicas, los medios de comunicación masiva
y los agentes escolares en Argentina vienen coincidiendo –aunque con sentidos
muy diversos– en identificar a la violencia como uno de los problemas centrales de
las instituciones educativas. En el artículo hago un recorrido en torno a los principales
aportes del campo de las ciencias sociales para la problematización y análisis de las
relaciones entre violencias y escuela, haciendo especial hincapié en recientes indagaciones
realizadas en nuestro país. Organizo dicho recorrido a partir de tres grandes
dimensiones que, si bien se encuentran íntimamente vinculadas entre sí, constituyen
los ejes centrales desde los cuales la investigación social viene abordando las violencias
escolares: condiciones histórico-sociales, factores institucionales y experiencias
escolares. Alrededor de las dos últimas dimensiones, presento parte de los resultados
de mi Tesis Doctoral en la que, a partir de datos construidos mediante diversas técnicas
de investigación social de tipo cualitativo, identifico y analizo las relaciones entre los
principales tipos de clima social escolar y los procesos de subjetivación en escuelas
secundarias públicas de la Ciudad de Buenos Aires.
In recent years, public policies, mass media and school agents in Argentina are agreeing –albeit with very different ways– to identify violence as one of the central problems of educational institutions. In this article I present the main contributions of social sciences to the problematizing and analysis of the relationship between violences and school, with special emphasis on recent investigations conducted in our country. The description is organized based on three large categories that are closely related and constitute the three central themes used for social investigation on school violence: socio-historical conditions, institutional factors and school experiences. Around the last two dimensions, I present part of the results of my PhD Thesis in which, based on data constructed by various techniques of qualitative social research, I identify and analyze the relationships between the main types of school social climates and the subjectivation processes in public high schools located in Buenos Aires City.
In recent years, public policies, mass media and school agents in Argentina are agreeing –albeit with very different ways– to identify violence as one of the central problems of educational institutions. In this article I present the main contributions of social sciences to the problematizing and analysis of the relationship between violences and school, with special emphasis on recent investigations conducted in our country. The description is organized based on three large categories that are closely related and constitute the three central themes used for social investigation on school violence: socio-historical conditions, institutional factors and school experiences. Around the last two dimensions, I present part of the results of my PhD Thesis in which, based on data constructed by various techniques of qualitative social research, I identify and analyze the relationships between the main types of school social climates and the subjectivation processes in public high schools located in Buenos Aires City.
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