Discussions regarding the administration of the conflict and its relationship with school coexistence
Article Sidebar
Main Article Content
Abstract
We examine the relationship between conflict management and school climate styles in two Chilean public schools. It is hypothesized that the type of administration implemented will influence the form and characteristics of the school life. Through microethnographies, and content analysis, we distinguished two forms of conflict management: the positivist and critical technocratic; and three styles of school coexistence: functional authoritarian, functional democratic and sociocritical democracy. The results show, in both cases, a technocratic positivist administration, characterized by a high behavioral control of students and teachers, high normativity with accents in punitive aspects, and strategies of elimination and invisibilization of the problems that are presented.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Creative Commons 2020 CULTURA EDUCACIÓN Y SOCIEDAD
This article is under international license Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
The published articles are the sole responsibility of their authors and do not necessarily reflect the opinions of the editorial committee.
CULTURA EDUCACIÓN Y SOCIEDAD respects the moral rights of its authors, who assign to the editorial committee the patrimonial rights of the published material. In turn, the authors inform that this work is unpublished and has not been previously published.
All articles are under a:
Licencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional.