Educational policies, territories and actors strategies
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.21/2902 |
Resumo: | The purpose of this paper is to analyse how educational policies about school violence are reinterpreted and implemented at school level and if this process contributes to a more pluralistic and democratic school. A research carried out in 3 clusters of schools showed that the diversity of understandings and strategies to face school violence, higher within the territories than between them, was associated to the school board's agendas and the legitimacy of the different actors to interpret and act within the national policies framework. There was a high consistency between violence management strategies and the ways schools faced social and cultural diversity. Those who favour more inclusive strategies to deal with violence tend to provide higher educational opportunities in schools, inversely, those who favour repressive strategies are more likely to support educational and social selective strategies, with less educational offer; less participation of teachers, students and parents in violence regulation. |
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Educational policies, territories and actors strategiesSchool violenceEducational policiesEquityDemocratic educationThe purpose of this paper is to analyse how educational policies about school violence are reinterpreted and implemented at school level and if this process contributes to a more pluralistic and democratic school. A research carried out in 3 clusters of schools showed that the diversity of understandings and strategies to face school violence, higher within the territories than between them, was associated to the school board's agendas and the legitimacy of the different actors to interpret and act within the national policies framework. There was a high consistency between violence management strategies and the ways schools faced social and cultural diversity. Those who favour more inclusive strategies to deal with violence tend to provide higher educational opportunities in schools, inversely, those who favour repressive strategies are more likely to support educational and social selective strategies, with less educational offer; less participation of teachers, students and parents in violence regulation.RCIPLSebastião, JoãoCampos, JoanaMerlini, SaraChambino, Mafalda2013-11-12T12:27:06Z20132013-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/2902engSebastião, João, Campos, Joana, Merlini, Sara e Chambino, Mafalda (2013) "Education policies, territories and actor strategies", Italian Journal of Sociology of Education, 5 (2), PP 110-132 ISSN 2035-49832035-4983info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-03T09:42:50Zoai:repositorio.ipl.pt:10400.21/2902Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:12:35.306342Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Educational policies, territories and actors strategies |
title |
Educational policies, territories and actors strategies |
spellingShingle |
Educational policies, territories and actors strategies Sebastião, João School violence Educational policies Equity Democratic education |
title_short |
Educational policies, territories and actors strategies |
title_full |
Educational policies, territories and actors strategies |
title_fullStr |
Educational policies, territories and actors strategies |
title_full_unstemmed |
Educational policies, territories and actors strategies |
title_sort |
Educational policies, territories and actors strategies |
author |
Sebastião, João |
author_facet |
Sebastião, João Campos, Joana Merlini, Sara Chambino, Mafalda |
author_role |
author |
author2 |
Campos, Joana Merlini, Sara Chambino, Mafalda |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
RCIPL |
dc.contributor.author.fl_str_mv |
Sebastião, João Campos, Joana Merlini, Sara Chambino, Mafalda |
dc.subject.por.fl_str_mv |
School violence Educational policies Equity Democratic education |
topic |
School violence Educational policies Equity Democratic education |
description |
The purpose of this paper is to analyse how educational policies about school violence are reinterpreted and implemented at school level and if this process contributes to a more pluralistic and democratic school. A research carried out in 3 clusters of schools showed that the diversity of understandings and strategies to face school violence, higher within the territories than between them, was associated to the school board's agendas and the legitimacy of the different actors to interpret and act within the national policies framework. There was a high consistency between violence management strategies and the ways schools faced social and cultural diversity. Those who favour more inclusive strategies to deal with violence tend to provide higher educational opportunities in schools, inversely, those who favour repressive strategies are more likely to support educational and social selective strategies, with less educational offer; less participation of teachers, students and parents in violence regulation. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-12T12:27:06Z 2013 2013-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.21/2902 |
url |
http://hdl.handle.net/10400.21/2902 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Sebastião, João, Campos, Joana, Merlini, Sara e Chambino, Mafalda (2013) "Education policies, territories and actor strategies", Italian Journal of Sociology of Education, 5 (2), PP 110-132 ISSN 2035-4983 2035-4983 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
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instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133381803376640 |