Approaches to the school space: an analysis of the building as a school life dispositif
Within the framework of an investigation on "coexistence dispositifs” carried out in secondary schools, this article intends to study the role played by the school building and its location in the network of relationships that make up what is defined as "school coexistence". The strat...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2021
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/592 |
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I15-R208-article-592 |
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I15-R208-article-5922021-06-23T14:27:47Z Approaches to the school space: an analysis of the building as a school life dispositif Aproximaciones al espacio escolar: un análisis del edificio escolar como dispositivo de convivencia Roldan, Amelia Soledad da Silva, Lucila Edificio escolar Convivencia Espacio Fronteras Escuela secundaria School building Coexistence Space Borders Secondary school Within the framework of an investigation on "coexistence dispositifs” carried out in secondary schools, this article intends to study the role played by the school building and its location in the network of relationships that make up what is defined as "school coexistence". The strategy designed to address these intersections is described throughout the paper: aspects of the conceptual context constructed, the main methodological decisions and some lines of analysis. The focus is on showing the way in which the materiality of these buildings affects the production of the school order, at the same time that it is produced by it. The analysis is presented in three dimensions: The emergence of “the move” as a signifier of certain conflicts, the production of “safe” spaces in practices that articulate circuits and singular places of the school building; and the production of the “prestige” linked to the new building, as a producer of school borders. The hypothesis underlying this work indicates that any approach to the school space implies showing how certain discursive matrices are updated in specific spatial practices. En el marco de una investigación sobre “dispositivos de convivencia” realizada en escuelas secundarias, el presente artículo propone estudiar el rol que desempeñan el edificio escolar y su emplazamiento en la trama de relaciones que componen aquello definido como “convivencia escolar”. Se describe la estrategia diseñada para abordar estas intersecciones: aspectos del contexto conceptual construido, las principales decisiones metodológicas y algunas líneas de análisis. El foco está puesto en mostrar el modo en que la materialidad de estos edificios incide en la producción del orden escolar, al tiempo que es producida por el mismo. El análisis se presenta en tres dimensiones: La emergencia de “la mudanza” como significante de ciertos conflictos, la producción de espacios “seguros” en prácticas que articulan circuitos y lugares singulares del edificio escolar; y la producción del “prestigio” ligado al nuevo edificio, como productor de fronteras escolares. La hipótesis que subyace a este trabajo señala que cualquier aproximación al espacio escolar implica mostrar cómo ciertas matrices discursivas se actualizan en prácticas espaciales específicas. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-06-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/592 10.35305/rece.v1i16.592 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 16 (2021); 118-128 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/592/412 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/592/498 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-208 |
| container_title_str |
Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Edificio escolar Convivencia Espacio Fronteras Escuela secundaria School building Coexistence Space Borders Secondary school |
| spellingShingle |
Edificio escolar Convivencia Espacio Fronteras Escuela secundaria School building Coexistence Space Borders Secondary school Roldan, Amelia Soledad da Silva, Lucila Approaches to the school space: an analysis of the building as a school life dispositif |
| topic_facet |
Edificio escolar Convivencia Espacio Fronteras Escuela secundaria School building Coexistence Space Borders Secondary school |
| author |
Roldan, Amelia Soledad da Silva, Lucila |
| author_facet |
Roldan, Amelia Soledad da Silva, Lucila |
| author_sort |
Roldan, Amelia Soledad |
| title |
Approaches to the school space: an analysis of the building as a school life dispositif |
| title_short |
Approaches to the school space: an analysis of the building as a school life dispositif |
| title_full |
Approaches to the school space: an analysis of the building as a school life dispositif |
| title_fullStr |
Approaches to the school space: an analysis of the building as a school life dispositif |
| title_full_unstemmed |
Approaches to the school space: an analysis of the building as a school life dispositif |
| title_sort |
approaches to the school space: an analysis of the building as a school life dispositif |
| description |
Within the framework of an investigation on "coexistence dispositifs” carried out in secondary schools, this article intends to study the role played by the school building and its location in the network of relationships that make up what is defined as "school coexistence". The strategy designed to address these intersections is described throughout the paper: aspects of the conceptual context constructed, the main methodological decisions and some lines of analysis. The focus is on showing the way in which the materiality of these buildings affects the production of the school order, at the same time that it is produced by it. The analysis is presented in three dimensions: The emergence of “the move” as a signifier of certain conflicts, the production of “safe” spaces in practices that articulate circuits and singular places of the school building; and the production of the “prestige” linked to the new building, as a producer of school borders.
The hypothesis underlying this work indicates that any approach to the school space implies showing how certain discursive matrices are updated in specific spatial practices.
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| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2021 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/592 |
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2023-05-11T18:48:19Z |
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2023-05-11T18:48:19Z |
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