Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).

Institutions contribute to social order. They design collective practices, cognitive frames and relations, among others. Nowadays, as we are going through an institutional decline moment, it´s important to ask about the way institutions built themselves. Moreover, this kind of analysis is important...

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Autores principales: González, Mariana Alejandra, Giacoponello, Mariela
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Departamento de Geografía 2022
Acceso en línea:https://revistas.unc.edu.ar/index.php/cardi/article/view/36459
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Cardinalis de Universidad Nacional de Córdoba
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institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-374
container_title_str Cardinalis
language Español
format Artículo revista
author González, Mariana Alejandra
Giacoponello, Mariela
spellingShingle González, Mariana Alejandra
Giacoponello, Mariela
Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
author_facet González, Mariana Alejandra
Giacoponello, Mariela
author_sort González, Mariana Alejandra
title Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
title_short Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
title_full Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
title_fullStr Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
title_full_unstemmed Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019).
title_sort permeability of territory: about the contextual, institutional and subjective in three amba´s educational institutions (2017-2019).
description Institutions contribute to social order. They design collective practices, cognitive frames and relations, among others. Nowadays, as we are going through an institutional decline moment, it´s important to ask about the way institutions built themselves. Moreover, this kind of analysis is important as tend to contribute to study educational rights. The aim of this article is to answer the question about how are the dynamics and senses that people print in educational institutions, throughout territory. Based on a qualitative research strategy, we analyze testimonies of teachers, management team and other referents of three institutions of middleand high relevel located in Buenos Aires Metropolitan Area: an institute of teacher training in arts, an institute of studies in recreation and free time and a secondary school. As a result of the analysis, we identified three dimensions associated with territory: contextual, institutional and subjective. In the development of each dimension, it is noted that actor-built practices and dynamics through territory, which set up senses. Territory shows up as an enabling space where practices, motivations, challenges and horizons are expressed. The notion of territorial reflexivity came up as an analytical operator that states the senses and positions at both levels:institutional and subjective.
publisher Facultad de Filosofía y Humanidades. Departamento de Geografía
publishDate 2022
url https://revistas.unc.edu.ar/index.php/cardi/article/view/36459
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spelling I10-R374-article-364592022-01-10T06:09:17Z Permeability of territory: about the contextual, institutional and subjective in three AMBA´s educational institutions (2017-2019). La permeabilidad del territorio: un análisis de lo contextual, institucional y subjetivo en tres instituciones educativas del AMBA (2017-2019) González, Mariana Alejandra Giacoponello, Mariela Institutions contribute to social order. They design collective practices, cognitive frames and relations, among others. Nowadays, as we are going through an institutional decline moment, it´s important to ask about the way institutions built themselves. Moreover, this kind of analysis is important as tend to contribute to study educational rights. The aim of this article is to answer the question about how are the dynamics and senses that people print in educational institutions, throughout territory. Based on a qualitative research strategy, we analyze testimonies of teachers, management team and other referents of three institutions of middleand high relevel located in Buenos Aires Metropolitan Area: an institute of teacher training in arts, an institute of studies in recreation and free time and a secondary school. As a result of the analysis, we identified three dimensions associated with territory: contextual, institutional and subjective. In the development of each dimension, it is noted that actor-built practices and dynamics through territory, which set up senses. Territory shows up as an enabling space where practices, motivations, challenges and horizons are expressed. The notion of territorial reflexivity came up as an analytical operator that states the senses and positions at both levels:institutional and subjective. Las instituciones contribuyen a la consolidación del ordenamiento de la sociedad. Diseñan prácticas colectivas, marcos cognitivos, modos de relacionarse, entre otras. En un contexto de declive institucional como el actual, urge preguntarse por el modo en que éstas se configuran. Particularmente, interesa el análisis cuando se trata de instituciones que se proponen contribuir al derecho a la educación. El artículo tiene como finalidad responder la pregunta acerca de cómo son las dinámicas y los sentidos que los sujetos imprimen en las instituciones educativas a través del territorio. A partir de una estrategia cualitativa de investigación, se recuperan los testimonios de docentes, equipos de conducción y otros referentes de tres instituciones de nivel medio y superior localizadas en el Área Metropolitana de Buenos Aires: un instituto de formación docente en arte, un instituto de estudios terciarios en recreación ytiempo libre y un bachillerato popular. Como resultado del análisis, se identificaron tres dimensiones asociadas al territorio: contextual, institucional y subjetiva. En el desarrollo de cada dimensión se advierte que los actores, a través del territorio, construyen prácticas y dinámicas que configuran sentidos. Se reconoce al territorio como un espacio habilitante en el que se expresan prácticas, motivaciones, desafíos y horizontes institucionales de sus integrantes. Emerge el concepto de reflexividad territorial como un operador analítico que expresa los sentidos y posiciones tanto a nivel institucional como subjetivo. Facultad de Filosofía y Humanidades. Departamento de Geografía 2022-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Doble evaluación por pares y a doble ciegas application/pdf https://revistas.unc.edu.ar/index.php/cardi/article/view/36459 Cardinalis; No. 17 (2021): Cardinalis Magazine. Scientific Publication of the Department of Geography. Faculty of Philosophy and Humanities, National University of Córdoba, Argentina.; 34-53 Cardinalis; Núm. 17 (2021): 2°Semestre; 34-53 Cardinalis; n. 17 (2021): Revista Cardinalis. Publicação Científica do Departamento de Geografia. Faculdade de Filosofia e Humanidades, Universidade Nacional de Córdoba, Argentina.; 34-53 2346-8734 spa https://revistas.unc.edu.ar/index.php/cardi/article/view/36459/36875 http://creativecommons.org/licenses/by-nc-sa/4.0

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