HEROIC SUBJECTIVITIES: SCHOOL PSYCHOLOGISTS WORK IN PANDEMIC TIMES
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
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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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 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.17.2023.e836 https://doi.org/10.36367/ntqr.17.2023.e836 |
url |
https://doi.org/10.36367/ntqr.17.2023.e836 |
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spa |
language |
spa |
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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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info:eu-repo/semantics/openAccess |
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openAccess |
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Ludomedia |
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Ludomedia |
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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 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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