La construcción de comunidad educativa en contexto de encierro el caso del Liceo Camino de Luz de Puente Alto

Víctor Manuel Martínez Ravanal

doi:10.5354/2735-7279.2022.67591

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The Construction of an Educational Community in the Context of Lockdown The Case of the Camino de Luz High School in Puente Alto

Authors

Víctor Manuel Martínez Ravanal Universidad de Chile https://orcid.org/0000-0003-1198-7392

Vol. 19 No. 2 (2022): Segundo Semestre

https://doi.org/10.5354/2735-7279.2022.67591

Abstract

The purpose of this study is to understand the educational experience of the Liceo Camino de Luz from Puente Alto, an institution that works in a prision context. In this perspective we inquire about 1) the contextual formation in which the high school is placed,and the rules that articulate it; 2) the dynamism of this institution and its functionality; 3) the instituting praxis of teachers in the management of the educational community; 4) its impact on the processes of change of people in prision. It is hypothetically concluded that the Camino de Luz high school is inserted in a complex contextual formation composed of various contexts with very different and even opposite rules. The dominant context is the Gendarmerie one. Another relevant context is the prison community, a living space for prisioner individuals. The socio- educational context built by the teachers (s) offers the prisioner people a system of possibilities to develop as individuals and to work out their own reintegration processes, desistance and socio-community inclusion. Related with this, educational community places teachers as knowledge managers, link managers, community managers, care managers and change managers.

Keywords:

Confinement Context, Common, Socio-educational Topos, Contextual Formation, Socio-community Inclusion

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Martínez Ravanal, V. M. (2022). The Construction of an Educational Community in the Context of Lockdown The Case of the Camino de Luz High School in Puente Alto. Revista Enfoques Educacionales, 19(2), pp. 33–54. https://doi.org/10.5354/2735-7279.2022.67591