Niveles de progresión de gestión de la convivencia escolar a nivel intermedio en Chile

Paula Ascorra, Karen Cárdenas, Javier Torres-Vallejos

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

The world crisis generated by COVID-19 has had various repercussions at the global level. This situation invites us to reflect on our institutionality and the importance of the school within the processes of instability. In this aspect, school management at the middle or district level (sostenedores/supporters in Chile) stands out as a key agent in territorial articulation and attention to care needs with their school communities. This article intends to know the management modalities in school coexistence existing in Chilean supporters. Through a two-stage cluster analysis and a decision tree, groups of supporters were identified according to their management of school coexistence. The results show the presence of three levels of management, whose approaches vary from less to more complexity. These groups are differentiated according to characteristics such as dependency (public or subsidized), number of schools in charge, knowledge of the territory, and recognition of achievement in coexistence. Likewise, the socialization of roles and functions of these managers is identified as central. The need to evaluate the political-institutional conditions that affect the approach and management of school coexistence at an intermediate level, which is crucial in crisis situations, is discussed.

Título traducido de la contribuciónManagement levels of school coexistence at a middle level in Chile
Idioma originalEspañol
Páginas (desde-hasta)227-243
Número de páginas17
PublicaciónRevista Internacional de Educacion para la Justicia Social
Volumen10
N.º1
DOI
EstadoPublicada - 28 may 2021

Palabras clave

  • Cluster
  • District level
  • Middle level
  • School coexistence
  • School management

Áreas temáticas de ASJC Scopus

  • Educación
  • Sociología y ciencias políticas

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