Construcción de subjetividades en contextos de vulnerabilidad social y su impacto en la convivencia escolar de estudiantes adolescentes
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Fecha
2022
Autores
Pérez Pelufo, Mabel Sureya
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación deviene de la necesidad de repensar la convivencia escolar, la
creación de espacios de posibilidades en una comunidad ubicada en un contexto
vulnerable. El objetivo fue generar una ruta para la gestión de la convivencia escolar
fundamentada en el análisis de las subjetividades que construyen los adolescentes en
contextos de vulnerabilidad social, que potencie un cambio favorable en la perspectiva
de su subjetividad. Se asumió la ontología fenomenológica del sujeto, idealista, la
realidad en construcción, inacabada, sustentada en las configuraciones individuales y
sociales de los adolescentes producto de su interacción con el contexto donde
entretejen emoción y simbolismo para dar significado y sentido a sus configuraciones
subjetivas, González (2013). Participaron treinta actores entre estudiantes, padres y
docentes. Epistemológicamente se imbricó el paradigma interpretativo, el método
fenomenológico hermenéutico Heidegger (2003), Gadamer (1995). Se utilizó como
técnica la entrevista, análisis de los relatos, configuración de núcleos semánticos,
categorización. Para legitimar las categorías emergentes se hizo la devolución de las
construcciones al sujeto. Se develó que los adolescentes construyen subjetividades
desde la configuración de quiénes son, definiéndose desde la carencia o desde la
posibilidad. Familia, escuela y comunidad son contextos sociohistóricos donde han
configurado subjetividades individuales y sociales desde experiencias de violencia
directa y vicaria. Violencia y paz son dos subjetividades sustantivas en la convivencia.
Se construyó una ruta para gestionar la convivencia desde la subjetividad potenciadora
de los adolescentes a través del programa SI-Giro, el asesoramiento familiar y
comunitario a través de un programa de emprendimiento, el involucramiento de la
escuela con sus docentes desde programas de sensibilización, integrando el desarrollo
del pensamiento complejo, la visión sociocrítica, socioformativa para promover
cambios; el tránsito por la ruta invita a la creación de espacios de convivencia pacífica
en el contexto escolar, familiar y comunitario
This research comes from the need to rethink school coexistence, the creation of spaces of possibilities in a community located in a vulnerable context. The objective was to generate a route for the management of school coexistence based on the analysis of the subjectivities that adolescents build in contexts of social vulnerability, which promotes a favorable change in the perspective of their subjectivity. The phenomenological ontology of the subject was assumed, idealistic, the reality under construction, unfinished, supported by the individual and social configurations of adolescents as a result of their interaction with the context where emotion and symbolism are interwoven to give meaning and sense to their subjective configurations, González (2013). Thirty actors participated among students, parents and teachers. Epistemologically, the interpretive paradigm, the hermeneutical phenomenological method Heidegger (2003), Gadamer (1995) was interwoven. The interview, analysis of the stories, configuration of semantic nuclei, categorization were used as a technique. In order to legitimize the emerging categories, the constructions were returned to the subject. It was revealed that adolescents build subjectivities from the configuration of who they are, defining themselves from the lack or from the possibility. Family, school and community are socio-historical contexts where individual and social subjectivities have been configured from experiences of direct and vicarious violence. Violence and peace are two substantive subjectivities in coexistence. A route was built to manage coexistence from the empowering subjectivity of adolescents through the SI-Giro program, family and community counseling through an entrepreneurship program, the involvement of the school with its teachers from awareness programs, integrating the development of complex thinking, the sociocritical, socioformative vision to promote changes; transit along the route invites the creation of spaces for peaceful coexistence in the school, family and community contex
This research comes from the need to rethink school coexistence, the creation of spaces of possibilities in a community located in a vulnerable context. The objective was to generate a route for the management of school coexistence based on the analysis of the subjectivities that adolescents build in contexts of social vulnerability, which promotes a favorable change in the perspective of their subjectivity. The phenomenological ontology of the subject was assumed, idealistic, the reality under construction, unfinished, supported by the individual and social configurations of adolescents as a result of their interaction with the context where emotion and symbolism are interwoven to give meaning and sense to their subjective configurations, González (2013). Thirty actors participated among students, parents and teachers. Epistemologically, the interpretive paradigm, the hermeneutical phenomenological method Heidegger (2003), Gadamer (1995) was interwoven. The interview, analysis of the stories, configuration of semantic nuclei, categorization were used as a technique. In order to legitimize the emerging categories, the constructions were returned to the subject. It was revealed that adolescents build subjectivities from the configuration of who they are, defining themselves from the lack or from the possibility. Family, school and community are socio-historical contexts where individual and social subjectivities have been configured from experiences of direct and vicarious violence. Violence and peace are two substantive subjectivities in coexistence. A route was built to manage coexistence from the empowering subjectivity of adolescents through the SI-Giro program, family and community counseling through an entrepreneurship program, the involvement of the school with its teachers from awareness programs, integrating the development of complex thinking, the sociocritical, socioformative vision to promote changes; transit along the route invites the creation of spaces for peaceful coexistence in the school, family and community contex
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Palabras clave
Subjetividades, Adolescentes, Vulnerabilidad, Convivencia escolar, Subjectivities, Adolescents, Vulnerability, School coexistence
