Gabriel Guajardo-Soto, María Isabel Toledo-Jofré, Christian Miranda-Jaña, Carolina Andrea Sáez
{"title":"El uso de las definiciones de violencia escolar como un problema teórico","authors":"Gabriel Guajardo-Soto, María Isabel Toledo-Jofré, Christian Miranda-Jaña, Carolina Andrea Sáez","doi":"10.4067/S0717-554X2019000200145","DOIUrl":null,"url":null,"abstract":"espanolResumen: El estatuto teorico del concepto de la violencia escolar se ha resuelto parcialmente mediante el uso de definiciones. En el caso del campo cientifico chileno las definiciones de violencia escolar se formulan desde una episteme dualista, que establece la distincion entre lo escolar y lo no escolar, priorizan a un individuo abstracto, donde el espacio prima sobre el tiempo, las relaciones son causales y, en menor medida, de tipo covariacion, constructiva de realidades y especular. El componente performativo es doble: i) un modo de codificacion y clasificaciones que estabilizan a un objeto que irrumpe en el campo cientifico y escolar; ii) producen una ausencia y exclusion de las relaciones y categorias posibles. No obstante, se observa que al interior de las propias definiciones se encuentran las semillas para un trabajo de transformacion hacia epistemes no dualistas y complejas mediante las dimensiones de produccion, reproduccion y cruce de las violencias en la institucion escolar segun un enfoque triadico. Esta reconstruccion se basa en un corpus de articulos indexados del campo de la educacion sobre Chile entre los anos 2001 a 2013. EnglishAbstract: The theoretical statute of the concept of school violence has been partly solved using definitions. In the case of the Chilean scientific field, the definitions of school violence are defined from a dualistic episteme that establishes the distinction between what is part of the school and what is not, that prioritizes an abstract subject, where space is more important than time, the relationships are of causal type and, to a lesser extent, of covariation type, that builds realities and that is speculative. The performative component has two aspects: i) a coding mode and classifications that stabilize an object that disrupts the scientific and school fields, and ii) produce a lack and exclusion of the relationships and potential categories. Nevertheless, it has been observed that there are some elements within the own definitions that could work for the transformation of dualistic and complex epistemes, through a dimension of production, reproduction, and the cross of different types of violence at school, following a triadic approach. This reconstruction is based on a corpus of articles from indexed journals about the Chilean educational field between 2001 and 2013.","PeriodicalId":54112,"journal":{"name":"Cinta de Moebio","volume":"1 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cinta de Moebio","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4067/S0717-554X2019000200145","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"PHILOSOPHY","Score":null,"Total":0}
引用次数: 2
Abstract
espanolResumen: El estatuto teorico del concepto de la violencia escolar se ha resuelto parcialmente mediante el uso de definiciones. En el caso del campo cientifico chileno las definiciones de violencia escolar se formulan desde una episteme dualista, que establece la distincion entre lo escolar y lo no escolar, priorizan a un individuo abstracto, donde el espacio prima sobre el tiempo, las relaciones son causales y, en menor medida, de tipo covariacion, constructiva de realidades y especular. El componente performativo es doble: i) un modo de codificacion y clasificaciones que estabilizan a un objeto que irrumpe en el campo cientifico y escolar; ii) producen una ausencia y exclusion de las relaciones y categorias posibles. No obstante, se observa que al interior de las propias definiciones se encuentran las semillas para un trabajo de transformacion hacia epistemes no dualistas y complejas mediante las dimensiones de produccion, reproduccion y cruce de las violencias en la institucion escolar segun un enfoque triadico. Esta reconstruccion se basa en un corpus de articulos indexados del campo de la educacion sobre Chile entre los anos 2001 a 2013. EnglishAbstract: The theoretical statute of the concept of school violence has been partly solved using definitions. In the case of the Chilean scientific field, the definitions of school violence are defined from a dualistic episteme that establishes the distinction between what is part of the school and what is not, that prioritizes an abstract subject, where space is more important than time, the relationships are of causal type and, to a lesser extent, of covariation type, that builds realities and that is speculative. The performative component has two aspects: i) a coding mode and classifications that stabilize an object that disrupts the scientific and school fields, and ii) produce a lack and exclusion of the relationships and potential categories. Nevertheless, it has been observed that there are some elements within the own definitions that could work for the transformation of dualistic and complex epistemes, through a dimension of production, reproduction, and the cross of different types of violence at school, following a triadic approach. This reconstruction is based on a corpus of articles from indexed journals about the Chilean educational field between 2001 and 2013.
摘要:学校暴力概念的理论地位已部分通过定义的使用得到解决。对于智利科学家定义字段的学校暴力提出了从episteme二元分化与学校之间确立的,学校不优先一个抽象的个体,其时间空间,是因果关系,而且在较小的程度上covariacion型、建设性的现实和推测。表演的组成部分是双重的:i)一种编码和分类的模式,稳定一个进入科学和学术领域的对象;(ii)它们产生可能的关系和类别的缺席和排斥。然而,我们注意到,在定义本身中,我们发现了通过学校暴力的生产、复制和交叉维度向非二元和复杂的认识论转变的种子,遵循三元方法。这一重建是基于2001年至2013年智利教育领域的索引文章语料库。英语:关于学校暴力概念的理论地位已部分通过定义加以解决。科学field In the case of the货真价实的the definitions of school暴力are defined from a dualistic episteme establishes 90 distinction between what is part of the school and what is not that prioritizes an abstract subject, where space time is more important than the因果关系(relationships are of type and, to a lesser涵盖面,type of covariation builds现实and that is speculative。执行组成部分有两个方面:(一)稳定破坏科学和学校领域的对象的编码模式和分类;(二)缺乏和排除关系和潜在类别。然而,有人指出,在自己的定义中,有一些因素可以通过生产、再生产和不同类型的学校暴力的交叉,按照三合一的方法,对二元论和复杂认识论的转变起作用。这一重建是基于2001年至2013年智利教育领域索引期刊的文章语料库。
期刊介绍:
Cinta de Moebio publishes scientific articles and essays on epistemology of social science. The editorial experience of the magazine indicates that some academics send articles of philosophy, but of issues that are not related to the social sciences, as well as academics who sent the results of their research or projects in the social sciences, but its focus is not epistemology, which also are geared out to the purpose of the journal. The journal, put it in some way, it is in the dialogue of philosophy with social science and, therefore, both domains must be present in the articles.