HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES

Detalhes bibliográficos
Autor(a) principal: Diego Palacios Díaz
Data de Publicação: 2023
Outros Autores: Sonnia Heredia Gálvez
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.36367/ntqr.17.2023.e836
Resumo: The COVID-19 pandemic has severely redefined human life support systems. In particular, the education system has faced the forced virtualization of its processes, alarming child and adolescent mental health problems, and difficulties in supplying psychosocial support services. The impacts of this crisis have been significant in Latin America and, above all, in Ecuador, as it is one of the countries with the greatest health, social, and educational problems. Within this framework, this article aims to understand school psychologists' role in policy enactment of emerging educational policies to face the pandemic crisis in the Ecuadorian educational system. From a qualitative methodology with a discursive approach, empirical evidence is reported on interpreting the challenges of educational management in crisis and translating them into practices in specific contexts. Interviews were conducted with 7 psychologists who have been working in the Student Counselling Department, a professional staff that offers psychological and social support in Ecuadorian schools. The data has been analyzed through the discursive strategies proposed by Norman Fairclough. The findings suggest the configuration of heroic subjectivities, a professional position that renounces thinking collectively and collaboratively about the problems faced. The psychologists’ discourses suggest a monstrous construction of the educational world, where they must face titanic tasks. Likewise, discomfort emerges as an articulating element of the relationships with other actors, especially with central policy actors that promote new forms of school management, but also with families and students, which are built in deficit. However, psychologists deploy strategies to create bonds with the students, while evidencing all their actions to the control instances and counterattacking them when possible. These findings are discussed with respect to how to expand perspectives on school mental health and how qualitative research can create new meaning zones in educational policy.                                                                                                 
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spelling HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMESSUBJETIVIDADES HEROICAS: TRABAJO DE PSICÓLOGOS ESCOLARES EN TIEMPOS DE PANDEMIADiscourseEducationPandemicPsychologistsSubjectivityDiscursoEducaciónPandemiaPsicólogosSubjetividadThe COVID-19 pandemic has severely redefined human life support systems. In particular, the education system has faced the forced virtualization of its processes, alarming child and adolescent mental health problems, and difficulties in supplying psychosocial support services. The impacts of this crisis have been significant in Latin America and, above all, in Ecuador, as it is one of the countries with the greatest health, social, and educational problems. Within this framework, this article aims to understand school psychologists' role in policy enactment of emerging educational policies to face the pandemic crisis in the Ecuadorian educational system. From a qualitative methodology with a discursive approach, empirical evidence is reported on interpreting the challenges of educational management in crisis and translating them into practices in specific contexts. Interviews were conducted with 7 psychologists who have been working in the Student Counselling Department, a professional staff that offers psychological and social support in Ecuadorian schools. The data has been analyzed through the discursive strategies proposed by Norman Fairclough. The findings suggest the configuration of heroic subjectivities, a professional position that renounces thinking collectively and collaboratively about the problems faced. The psychologists’ discourses suggest a monstrous construction of the educational world, where they must face titanic tasks. Likewise, discomfort emerges as an articulating element of the relationships with other actors, especially with central policy actors that promote new forms of school management, but also with families and students, which are built in deficit. However, psychologists deploy strategies to create bonds with the students, while evidencing all their actions to the control instances and counterattacking them when possible. These findings are discussed with respect to how to expand perspectives on school mental health and how qualitative research can create new meaning zones in educational policy.                                                                                                 La pandemia COVID–19 ha redefinido severamente los sistemas de sustentación de la vida humana. Particularmente, el sistema educativo ha enfrentado la virtualización forzada de sus procesos, alarmantes problemáticas de salud mental infanto–juvenil y dificultades para proveer servicios de apoyo psicosocial. Los impactos de esta crisis han sido significativos en Latinoamérica y, especialmente, en Ecuador, pues es uno de los países con mayores problemáticas a nivel sanitario, social y educativo. En este marco, el propósito del artículo es comprender el papel de psicólogas/os escolares en los procesos de recontextualización de políticas educativas emergentes para afrontar la crisis pandémica en el sistema educativo ecuatoriano. Desde una metodología cualitativa con enfoque discursivo se reporta evidencia sobre cómo se han interpretado desafíos de gestión educativa en crisis y cómo se han traducido en prácticas en contextos específicos. Se entrevistó a 7 psicólogas/os que se desempeñaban en Departamentos de Consejería Estudiantil, dispositivo que brinda apoyo psicológico y social en escuelas ecuatorianas. Los datos se analizaron mediante las estrategias discursivas propuestas por Norman Fairclough. Los hallazgos sugieren la configuración de subjetividades heroicas, las cuales constituyen una posición que renuncia a pensar colectiva y colaborativamente las problemáticas enfrentadas. Los discursos de las psicólogas/os sugieren una construcción monstruosa del mundo socioeducativo, donde deben afrontar tareas titánicas. Además, el malestar emerge como elemento articulatorio de las relaciones con otros actores, especialmente con instancias centrales que impulsan nuevas formas de gestión escolar, pero también con familias y estudiantes, quienes son construidos deficitariamente. No obstante, las psicólogas/os construyen estrategias para vincular con los estudiantes, mientras evidencian todas sus acciones ante las instancias de control y las contragolpean cuando es posible. Estos hallazgos se discuten respecto de cómo ampliar perspectivas sobre salud mental escolar y sobre cómo la investigación cualitativa posibilita crear nuevas zonas de sentido en políticas educativas.                                                                                        Ludomedia2023-10-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.17.2023.e836https://doi.org/10.36367/ntqr.17.2023.e836New Trends in Qualitative Research; Vol. 17 (2023): Qualitative Research in Education; e836New Trends in Qualitative Research; Vol. 17 (2023): Investigación Cualitativa en Educación; e836New Trends in Qualitative Research; Vol. 17 (2023): Investigação Qualitativa em Educação; e8362184-777010.36367/ntqr.17.2023reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://publi.ludomedia.org/index.php/ntqr/article/view/836https://publi.ludomedia.org/index.php/ntqr/article/view/836/957Diego Palacios DíazSonnia Heredia Gálvezinfo:eu-repo/semantics/openAccess2023-12-03T11:31:19Zoai:ojs.publi.ludomedia.org:article/836Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:34:00.054396Repositório 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 HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
SUBJETIVIDADES HEROICAS: TRABAJO DE PSICÓLOGOS ESCOLARES EN TIEMPOS DE PANDEMIA
title HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
spellingShingle HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
Diego Palacios Díaz
Discourse
Education
Pandemic
Psychologists
Subjectivity
Discurso
Educación
Pandemia
Psicólogos
Subjetividad
title_short HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
title_full HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
title_fullStr HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
title_full_unstemmed HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
title_sort HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
author Diego Palacios Díaz
author_facet Diego Palacios Díaz
Sonnia Heredia Gálvez
author_role author
author2 Sonnia Heredia Gálvez
author2_role author
dc.contributor.author.fl_str_mv Diego Palacios Díaz
Sonnia Heredia Gálvez
dc.subject.por.fl_str_mv Discourse
Education
Pandemic
Psychologists
Subjectivity
Discurso
Educación
Pandemia
Psicólogos
Subjetividad
topic Discourse
Education
Pandemic
Psychologists
Subjectivity
Discurso
Educación
Pandemia
Psicólogos
Subjetividad
description The COVID-19 pandemic has severely redefined human life support systems. In particular, the education system has faced the forced virtualization of its processes, alarming child and adolescent mental health problems, and difficulties in supplying psychosocial support services. The impacts of this crisis have been significant in Latin America and, above all, in Ecuador, as it is one of the countries with the greatest health, social, and educational problems. Within this framework, this article aims to understand school psychologists' role in policy enactment of emerging educational policies to face the pandemic crisis in the Ecuadorian educational system. From a qualitative methodology with a discursive approach, empirical evidence is reported on interpreting the challenges of educational management in crisis and translating them into practices in specific contexts. Interviews were conducted with 7 psychologists who have been working in the Student Counselling Department, a professional staff that offers psychological and social support in Ecuadorian schools. The data has been analyzed through the discursive strategies proposed by Norman Fairclough. The findings suggest the configuration of heroic subjectivities, a professional position that renounces thinking collectively and collaboratively about the problems faced. The psychologists’ discourses suggest a monstrous construction of the educational world, where they must face titanic tasks. Likewise, discomfort emerges as an articulating element of the relationships with other actors, especially with central policy actors that promote new forms of school management, but also with families and students, which are built in deficit. However, psychologists deploy strategies to create bonds with the students, while evidencing all their actions to the control instances and counterattacking them when possible. These findings are discussed with respect to how to expand perspectives on school mental health and how qualitative research can create new meaning zones in educational policy.                                                                                                 
publishDate 2023
dc.date.none.fl_str_mv 2023-10-03
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dc.relation.none.fl_str_mv https://publi.ludomedia.org/index.php/ntqr/article/view/836
https://publi.ludomedia.org/index.php/ntqr/article/view/836/957
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publisher.none.fl_str_mv Ludomedia
dc.source.none.fl_str_mv New Trends in Qualitative Research; Vol. 17 (2023): Qualitative Research in Education; e836
New Trends in Qualitative Research; Vol. 17 (2023): Investigación Cualitativa en Educación; e836
New Trends in Qualitative Research; Vol. 17 (2023): Investigação Qualitativa em Educação; e836
2184-7770
10.36367/ntqr.17.2023
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