Aproximaciones discursivas del bienestar en la escuela desde la voz de niños y niñas

Abstract

Taking the debates on childhood well-being as framework, this work focuses on the study of girls' and boys' well-being inside the schools, from a discourse perspective centered in social relations and institutional practices within the school context and the opportunities generated in this social environment. The purpose of this study is to analyze how welfare is built by children on a discourse level. In order to achieve this, 39 boys and girls of 10 to 12 years old and from different socio-economic classes and different schools were interviewed. The results bring forward three interpretative repertoires: the debunking of the norm, recognizing of singularity and learning rhythms, and "amusing" teachers instead of "bitter" ones. These findings are discussed in relationship with the functioning of the institution and the current model of educational management.