Traduciendo políticas de convivencia escolar: Análisis de dispositivos sociotécnicos en Argentina y Chile

Abstract

Sociomaterial devices are a key to understanding the translation of public policies into local practices. In this article we describe and analyze from a comparative perspective policies and practices of school coexistence in Chile and Argentina, from a perspective of the Theory of Actor Network (ANT), focusing on two sociotechnical devices: the classbook and its positive and negative annotations; and the charge note, used in Chile and Argentina respectively for the implementation and regulation of coexistence. The methodology included non-participant observations, in-depth interviews and a comparative analysis of the devices and the social regulations they proposed. Four axes of analysis were considered: the resolution of conflicts, the call for student participation, training for citizenship, and the construction of students as subjects. The results indicate that both devices form a network of sociomaterial relationships that position students differently with also distinguishable implications regarding their (auto versus hetero) regulation of behavior and the construction of student-subjects within the school system.