Abstract
During the last 15 years, Chile has designed and implemented various laws and education policies aimed at improving, promoting and developing school climate and reducing levels of school violence. However, paradigmatic tensions have been identified in the foundations of these policies and laws, which create an ambivalent scenario for their implementation. The purpose of this study was to identify and analyze the tensions and critical aspects identified by the actors involved in the design and implementation of education policies on school climate. Through a qualitative methodology, ten active-reflexive interviews were carried out with key informants from three of the different organisms that conform the new structure of Chile's educational system (Quality Agency, Ministry of Education and Superintendence of Education). Thematic content analysis revealed that the participants identified critical tensions and aspects at the conceptual level (what is school climate), methodological level (how to evaluate it), and procedural level (how to improve it). These findings are discussed from the perspective of implementation science.
Highlights
El marco conceptual que guía esta investigación es el de las ciencias de la implementación
Paradigmatic tensions have been identified in the foundations of these policies and laws, which create an ambivalent scenario for their implementation
The purpose of this study was to identify and analyze the tensions and critical aspects identified by the actors involved in the design and implementation of education policies on school climate
Summary
El marco conceptual que guía esta investigación es el de las ciencias de la implementación. Las ciencias de la implementación emergen como una aproximación útil para aquellos que deseen maximizar el éxito de los programas o políticas públicas por implementar (Smith & Polaha, 2017; Tabak et al, 2012). Considerando que las “vías para probar políticas informadas” son inusuales en el contexto educativo chileno, la investigación del nivel organizacional en la implementación, adaptación y traducción de la política pública podría aportar información valiosa, debido a que este nivel puede ser considerado como el articulador entre el diseño centralizado de la política y las maneras en que estas son implementadas por las escuelas. Considerando la diversidad de posiciones discursivas y enfoques que sostienen los diferentes documentos legales que interpelan a las escuelas a trabajar y mejorar la convivencia escolar, en este artículo sostenemos que, aun cuando oficialmente exista una única política oficial de convivencia escolar —la del Ministerio de Educación (2015)—, performativamente la escuela se ve interpelada a actuar frente a varias y diversas políticas de convivencia escolar, que le demandan acciones, estrategias e instrumentos distintos
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
