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...
Guardado en:
| Autores principales: | , |
|---|---|
| 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 |
| Aporte de: |
| Sumario: | 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. |
|---|