Browsing by Author "Álvarez, Juan Pablo"

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    El Sistema de Monitoreo de la Convivencia Escolar PACES-PUCV: Una experiencia de transferencia a la política pública.
    (Ediciones Universitarias de Valparaíso., 2019) Carrasco Aguilar, Claudia; López, Verónica; Bilbao, Marian; Ascorra, Paula; Benbenishty, Rami; Astor, Ron; Álvarez, Juan Pablo
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    Tensiones normativas de los fiscalizadores de la Superintendencia de Educación en la(s) política(s) de convivencia escolar en Chile.
    (Perfiles educativos., 2018-04-16) Carrasco Aguilar, Claudia; Acorra, Paula; López, Verónica; Álvarez, Juan Pablo
    El sistema educativo chileno ha intensificado la lógica de la rendición de cuentas, incorporando un nuevo dispositivo —la denuncia escolar— instalada en una nueva entidad, la Superintendencia de Educación. El objetivo de este estudio fue comprender cómo construyen su actuar profesional los fiscalizadores de la Superintendencia de Educación. A través de un diseño cualitativo de caso único, se realizaron entrevistas en profundidad a todos los profesionales de una Superintendencia Regional encargados de fiscalizar las escuelas. Los resultados indican una tensión entre acciones de fiscalización y de asesoramiento, que interpelan la identidad y el actuar profesional de los fiscalizadores. Esta tensión se resuelve mediante estrategias de negociación al interior de la unidad y con las escuelas. Se discuten las políticas de convivencia escolar bajo la lógica de rendición de cuentas que generan ambientes y dispositivos punitivos como modos de mejorar la convivencia escolar.
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    Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools.
    (Frontiers in Psychology., 2022-04-11) Carrasco Aguilar, Claudia; López, Verónica; Ramírez, Lorena; López-Concha, Romina; Ascorra, Paula; Álvarez, Juan Pablo; Jervis, Pamela; Squicciarini, Ana María; Simonsohn, Ariela; Contretas, Tabata; Opazo, Hector
    The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students’ and teachers’ wellbeing. However, participants highlighted necessary conditions for sustaining the school community’s wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.