Artículos de Revistas

URI permanente para esta colección

https://repositorio.uft.cl/handle/20.500.12254/2382

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Mostrando 1 - 9 de 9

Concepciones que posee el futuro personal docente de educación primaria sobre la participación de los padres y las madres en la escuela
(Universidad Nacional Costa Rica, 2022-12-14) Cárcamo, Hector
Objetivo. El artículo que se presenta tiene por objetivo develar las concepciones que el futuro personal docente de educación básica posee respecto de la participación de los padres y las madres en la escuela. Metodología. Desde un enfoque cualitativo, el estudio se desarrolla en cuatro universidades de las regiones de Ñuble y Bío Bío en Chile. La producción de datos se efectúa a través de entrevistas semi-estructuradas a 40 estudiantes de educación básica. Los discursos se analizan mediante la técnica de análisis estructural semántico. Resultados. Como principales hallazgos pueden señalarse un cuerpo de creencias a partir de los cuales, la participación de los padres y las madres es valorada en la medida que contribuye a alcanzar objetivos académicos, tanto en términos de modelador actitudinal, como de refuerzo de contenidos curriculares. A partir de allí se accede a la concepción prevalente, que sitúa la participación como indicador de compromiso parental, siempre y cuando esta no interfiera con el quehacer del profesorado. Conclusión. Se evidencia la necesidad de incorporar la temática desde la formación inicial del profesorado, y reconocer la diversidad de modelos familiares y estrategias que orienten el desempeño del rol parental educativo.
Familias y tutorías entre pares en escuelas rurales: Conocimientos, valoraciones y cambios
(Universidad Finis Terrae, 2025-07-02) Gubbins, Verónica
La tutoría entre pares (TeP) es una innovación pedagógica que fomenta la participación activa y el liderazgo educacional compartido entre docentes y estudiantes, promoviendo un aprendizaje significativo y adaptado a los intereses de los estudiantes. Las investigaciones sobre TeP tienden a analizarla en contexto de aula, con poca consideración de la participación de las familias, particularmente en el caso de las escuelas rurales. El objetivo de la investigación es analizar el conocimiento, valoraciones y transformaciones percibidas en 53 padres y madres de niños/as participantes de un programa de tutoría entre pares implementado en escuelas rurales de Nicaragua, a partir de un estudio cualitativo, de carácter descriptivo y exploratorio. Se utilizó la técnica de grupos de discusión en nueve escuelas y el análisis de contenido interpretativo. Destaca la valoración que hacen las familias del mejoramiento de la comunicación parento-filial, el enriquecimiento cultural a nivel intrafamiliar y la activación social en contextos de extrema precariedad y aislamiento, como son los que caracterizan las zonas rurales centroamericanas. Se plantea la hipótesis del potencial efecto de irradiación que tienen las TeP para el desarrollo cultural también entre generaciones. Peer tutoring (PTU) is a pedagogical innovation that fosters active participation and shared educational leadership between teachers and students, promoting meaningful learning adapted to the interests of students. Research on PTU tends to analyze it in a classroom context, with little consideration for the participation of families, particularly in the case of rural schools. The objective of the research is to analyze the knowledge, assessments and transformations perceived by the families of children participating in a peer tutoring program in rural schools in Nicaragua, based on a qualitative, descriptive and exploratory study. The discussion group technique was used in nine schools and interpretive content analysis. The study highlights the families’ appreciation of the improvement of parent-child relationships, cultural enrichment at the intra-family level and social activation in contexts of extreme precariousness and isolation, such as those that characterize rural areas in Central America. The hypothesis is raised of the potential irradiation effect that PTUs have in bridging the cultural gap between generations as well.
Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?
(Routledge, 2024) Gubbins, Verónica
Chile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of in-person educational activities due to the COVID-19 pandemic, from the perspective of 83 principals who lead preschools located in urban and rural areas affected by poverty in Chile. Our findings show that the principals viewed the pandemic as an opportunity to raise awareness and improve educators’ knowledge about students’ family contexts, diversify and adapt families’ modes of participation to their knowledge and living conditions, and incorporate them into the pedagogical decisions that distance learning prompted throughout the COVID-19 pandemic. These findings pose questions regarding the sustainability of these new post-pandemic practices; in other words, whether it is sustainable to shift from a collaborative and instrumental logic of family participation to another that is based on recognition and dialogue and that takes into account families’ needs, interests, and possibilities regardless of the economic, digital, and territorial precariousness that characterises their life
Involucramiento, implicación y participación de las familias: explorando enfoques, niveles y ámbitos de acción en políticas de cuatro países latinoamericanos
(Pontificia Universidad Católica de Chile; Facultad de Educación, 2023-03-28) Gubbins, Verónica
El cese de las actividades escolares presenciales a raíz de la pandemia por COVID-19 situó la participación de las familias en un lugar central en las reflexiones y procesos de toma de decisiones de los gobiernos, las escuelas y las propias familias. La incertidumbre respecto de su remisión delinea un escenario complejo para la definición de políticas de participación de las familias a largo plazo. La necesidad de avanzar en lineamientos para el trabajo de las escuelas y las familias invita a preguntarse acerca de los enfoques, niveles y ámbitos de la participación de las familias que se promueven desde las políticas. Se presentan los resultados de un estudio documental cualitativo, de carácter exploratorio, de políticas de cuatro países latinoamericanos. Se concluye que las políticas no abordan un modelo único de participación. Estas tienden a abordar enfoques con propósitos, niveles y ámbitos de acción diferentes, cuya traducción puede resultar confusa o contradictoria para los profesionales de las escuelas y las familias. Esta información puede servir de referencia para las decisiones de políticas, planes y programas que los gobiernos, las escuelas, los docentes y las instituciones de formación inicial de profesionales de la educación vayan tomando post pandemia.
Merit as an attitude: chilean school communities’ repertoires in Chile and the perception of the “good student” in a post‐pandemic scenario
(Springer Nature, 2025-05-05) Moyano Dávila, Camila
Due to its commodification policies, the Chilean educational system is a paradigmatic case for study. It comprises private subsidies, achievement incentives, competition, selection, and segregation. After years of student and social protests, the 2015 Inclusion Law mandated that publicly funded schools accept all admitted students. Critics argue this restricts family choice and undermines merit. The COVID-19 pandemic further deepened inequalities, exposing contradictions in a merit-based system. This article examines how meritocratic ideals emerged post-pandemic in parents’ and teachers’ perceptions of school communities within a neoliberal educational model promoting meritocratic values alongside inclusive policies. Based on 32 interviews with parents and teachers from two private and two publicly funded schools in Santiago, findings show meritocracy is deeply entrenched, even in public education. The “meritorious student” is defined beyond academics, encompassing behavior, responsibility, and respect—traits also expected of families. The importance of effort as a mechanism for improvement permeates the notion of the “good student”, thereby overshadowing the importance of inclusive educational environments, as merit also becomes relativised by the post-pandemic scenario. The deep educational inequalities and behavioural problems force teachers and parents to focus on and solve different aspects rather than academic achievements. Merit, as understood by educational communities, is perceived as a process and an attitude intertwined with social opportunities.
National Parent Associations’ Subjective Theories of Post-Pandemic School Violence in Chile: A Qualitative Exploratory Study
(MPDI, 2026-06-30) Gubbins, Verónica
The aim of this study was to reconstruct the subjective theories of national parent associations in Chile regarding school violence in the post-pandemic period. We performed a collective case study, employing a qualitative, interpretative, and exploratory approach. Information was produced through semi-structured interviews with leaders of four national associations. The information was examined using inductive thematic analysis. In general, parent association representatives largely described school violence as a loss of parental and pedagogical authority, weakening of the family–school bond, centralized school administration, and social vulnerability factors, intensified by the psychosocial impact of the COVID-19 pandemic lockdowns. The interviewees emphasized preventive and community-based approaches, including strengthening family involvement, incorporating school climate specialists, and implementing educational and recreational activities. Overall, the interviews show that parent association representatives tended to regard violence as a multisystemic phenomenon that, according to their accounts, requires joint efforts involving families, schools, the state, and communities rather than punitive or individualized approaches.
Profesores en evaluación: el impacto del género en los resultados de la evaluación docente universitaria
(Universidad de Granada, 2025-07-14) Undurraga, Rosario
La evaluación docente es la herramienta más utilizada para evaluar la calidad de la enseñanza y el desempeño docente en las universidades, con efectos tanto en la evaluación de la docencia como en las posibilidades de promoción y estabilidad laboral del profesorado. A pesar de su extenso uso, su credibilidad y objetividad han sido cuestionadas debido a las diversas fuentes de error identificadas. Este estudio cuantitativo analiza los resultados de la evaluación docente de una universidad chilena en su totalidad y en dos carreras típicamente feminizadas y masculinizadas (enfermería e ingeniería) durante el periodo 2022-2024. Se considera el sexo del estudiantado y del profesorado planteando ocho hipótesis. Los resultados muestran que las docentes mujeres son mejor evaluadas que sus pares varones en el promedio de las cuatro dimensiones de la práctica docente, sin embargo, a nivel institucional, el estudiantado recomienda de igual manera a profesores varones que a profesoras mujeres. En contraste, en unidades generizadas, la evaluación de la práctica docente es consistente con la recomendación, siendo las docentes mujeres mejor evaluadas y más recomendadas que los docentes varones. Se concluye instando a reflexionar sobre los sesgos de género y sus consecuencias en la academia en pro de alcanzar una mayor equidad de género en las instituciones de educación superior.
Public Discourse of the Chilean Ministry of Education on School Violence and Convivencia Escolar: A Subjective Theories Approach
(MDPI, 2024-09-06) Castro-Carrasco, Pablo J.
This study analyzed subjective theories on school violence and convivencia escolar expressed in the public discourse of the Chilean Ministry of Education in 2022. This research focused on the return to in-person learning, a time when concerns about violence in schools increased and public policies aimed at addressing it were launched. Inductive content analysis and grounded theory techniques were used to examine 66 tweets issued by official ministry accounts during 2022. The analysis identified three interpretative sets. The first suggests that although violence has external structural causes, it must be eradicated from schools. The second links convivencia escolar with well-being and socioemotional skills, but without an explicit association with violence. The third locates the origin of psychological distress in external factors but assigns its management to the school system. A predominance of expert knowledge existed in the promoted solutions. These findings are discussed based on the idea that the Ministry of Education’s discourse on Twitter not only informs but also seeks to shape educational common sense and validate public policies. This raises questions about its impact on the interpretive autonomy of school communities.
Subjective theories of the chilean teachers' union about school climate and violence during the return to face-to-face education after the pandemic: a study of web news
(Frontiers Media S.A., 2024-11-24) Castro, Pablo
Introduction: The COVID-19 pandemic increased school violence and worsened the school climate in Chile. In Chile, punitive control policies such as the Safe Class Law (Ley Aula Segura) have been adopted. A key actor in the public debate is the Chilean Teachers’ Union, due to its potential impact on new public policies on the issue. Objectives: The aim of this study was to reconstruct the subjective theories of school violence and school climate presented by the Chilean Teachers’ Union after the COVID-19 pandemic, in its public discourse broadcast on the web news. Methods: Based on a documentary study, a case study design and qualitative methodology, embedded in the FONDECYT project No. 1231667, titled “The social construction in Chile of school climate and school violence after the return to face-to-face education,” web news (N = 36) were analyzed in which the Chilean Teachers’ Union explains school violence and school climate after the pandemic. Results: We found subjective theories that explain the meaning of school violence and school climate, and external factors associated with the serious deterioration of these educational dimensions after the COVID-19 pandemic. Accordingly, we obtained a set of measures such as inclusive policies, curriculum, participation in the development of educational policies, and refunding public education that teachers propose to solve these phenomena in the future. Discussion: In the context of a union that has historically considered public policies to be non-participative in their formulation and distant from the schools’ reality, these findings have important implications for understanding the arguments of the Teachers’ Union about the need to improve mental health and working conditions as crucial elements for addressing school climate and school violence.

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