La escuela participativa y la prevención de la conflictividad escolar cotidiana. Algunas aristas para su análisis

Abstract

The article analyzes the growth of the participation in secondary schools in the City of Buenos Aires, as strategies that while proposing an increase in the presence of the students in the institutional decision-making areas, are also devices thatcan be used by the educational agents to prevent school daily conflict. However, the dynamics that are generated often enhance the conflict and raise the levels of previous schooling conflicted atmosphere. In this sense, the increase of the participative and dialogical instances   doesn´t refers as much to the inclusion of pupils as to the consequences of the retraction of the authority in times of crisis. The foregoing analysis is built on the research carried out for obtaining the Ph. D degree, which consisted of a qualitative fieldwork in three different secondary schools, carrying out observations and interviews to their educational agents, during the years 2008 and 2009.