De la microviolencia al clima escolar: Claves de comprensión desde el discurso de profesores
From microviolence to school climate: Keys to understanding from the speech of public school teachers in Santiago
Autor
Jaime Retamal Salazar; USACH
Sebastián Omar González García; USACH
Resumen
La violencia escolar ha sido estudiada desde diversas tradiciones epistemológicas y modelos metodológicos. Este trabajo presenta una investigación cualitativa que buscó vincular la comprensión hermenéutica de Éric Debarbieux sobre la microviolencia escolar con la percepción del clima escolar, en profesoras y profesores de escuelas públicas de Santiago de Chile, que en promedio tienen más de treinta años de experiencia laboral en el sistema escolar. Se llevaron a cabo ocho entrevistas semiestructuradas y los datos fueron analizados mediante Teoría Fundamentada. Los resultados mostraron que la microviolencia escolar y el clima escolar son estructurados fundamentalmente desde un discurso explicativo crítico al neoliberalismo y a la construcción socio-escolar derivada de éste. School violence has been studied from various epistemological traditions and methodological models. This paper presents a qualitative research that sought to link the hermeneutical understanding of Éric Debarbieux on school microviolence with the perception of school climate, in teachers and professors of public schools of Santiago de Chile, who on average have more than thirty years of work experience in the school system. Eight semi-structured interviews were carried out and the data was analyzed using Grounded Theory. The results showed that school microviolence and the school climate are structured fundamentally from a critical explanatory discourse to neoliberalism and socio-scholarly construction derived from it.
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