Examinando por Autor "Fardella, C."

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    Coming out of the shadow. A systematic review of shadowing as a methodological approach to educational research
    (Asociacion Interuniversitaria de Investigacion en Pedagogia, 2022-01) Fardella, C.; Vargas, F.; Rivera-Vargas, P.; Baleriola, E.
    When we talk about educational research, we refer to a field of knowledge disputed by multiple disciplines and international organizations, which can cast a shadow on school actors. Shadowing is a relatively new ethnographic strategy in Spanish-speaking academic environments, that precisely emerges in order to highlight the importance of the observation of specific contexts and communities for educational research. Thus, the objective of this article is to show the main characteristics, possibilities, and limitations of shadowing for educational research. From a qualitative approach, a literature review of 37 scientific articles describing and reporting results on its use has been carried out. The reported findings are organized into three categories: (1) its origin, application areas and characterization, (2) experiences and uses of the strategy and (3) its ethical-pragmatic implications. Additionally, some final reflections on its usefulness and validity for generating localized educational knowledge are raised.
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    Los estudios sociales de la práctica y la práctica como unidad de estudio
    (Pontificia Universidad Catolica de Valparaiso, 2018-03) Fardella, C.; Muñoz, F.C.
    En los últimos 50 años, la idea de giro en ciencias sociales se ha vuelto recurrente: giro interpretativo, discursivo, afectivo. El giro hacia las prácticas se suma a los movimientos mencionados. Se trata de un enfoque en desarrollo conformado por tradiciones heterogéneas que convergen en pensar la práctica como una unidad de estudio alternativa para pensar lo social. La mirada sobre la práctica muestra un creciente desarrollo en la ciencias sociales, por ofrecer una lectura particular de fenómenos micro sociales. Este artículo indaga en las teorías de las prácticas sociales (TPS) y en particular sobre la práctica como unidad de estudio de lo psicosocial, ilustrando su rendimiento mediante la práctica de escritura científica. Se revisa el debate contemporáneo y el giro de la práctica, para luego profundizar en el concepto en sí, revisando los elementos que componen una práctica: sentidos, competencias y materialidades; así como sus atributos en tanto unidad: social, recursiva y rizomática. Finalmente se revisa e ilustra un conjunto de estrategias de investigación pertinentes al enfoque y se reflexiona acerca de las posibilidades y limitaciones de los estudios sociales de la práctica.
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    Linguistic devices for welcoming, expansive learning and interculturality: Contributions for the educational inclusion of foreign students
    (Emerson de Pietri, 2020) Jimenez-Vargas, F.; Morales, R.; Hernandez-Yanez, M.; Fardella, C.
    In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.
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    Writing papers under the academic management regimen: Body, affects and strategies
    (Universitat Autonoma de Barcelona, 2020) Fardella, C.; Carriel-Medina, K.; Lazcano-Aranda, V.; Carvajal-Muñoz, F.
    Chile is a landmark case in opening up higher education to the free market and in the reformulation of the logics that regulate scientific production in universities. This translates into a management system for academic staff oriented by productivity bonuses associated with high-impact publications, by the distribution of research funds conditional on the productivity of researchers and by the rank of academic tasks. In this article, we present the results of a study that sought to explore and understand how highly productive social science academics describe scientific writing from everyday labor practice framed in new regulations of scientific production. Through the analysis of 20 interviews, we propose 3 categories: affectivity, fragility and strategy. These give an account of everyday aspects, as well as tensions and conflicts present in the process of scientific writing.