School culture: Result of discursive tensions
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Keywords
School culture, Pedagogical discourse, Organizational culture
Abstract
Educational institutions constitute a space for the interaction of forces between actors, agencies and fields of production and discursive reproduction, in which exercises of power and control in the transmission of school culture are visible.
At the macro level, discursive practices are positioned such as that of the State expressed in the legal framework and authorities that regulate and supervise educational actions, that of teachers’ unions whose position censures government decisions, and that of international organizations promoting educational reforms; In addition to them, the discourses of subjective order that comes from teachers, students and families. For this reason, the understanding of educational institutions from the communicative framework and sociolinguistic relationships expressed in codes and pedagogies that configure the transmission of school culture and reveal exercises of classification and framing, acceptance and resistance, as a result of discursive practices at all levels, through a reflective process of inquiry and exploration of meanings and devices immersed in school culture, based on the structuring of the pedagogical discourse postulated by Basil Bernstein.
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Elvis Emir Campo Figueroa, University of San Buenaventura Cali, Colombia
Administrador de empresas de la Unidad Central del Valle, Especialista en pedagogía para el desarrollo del aprendizaje autónomo de la Universidad Nacional Abierta y a Distancia, Magister en Educación de la Universidad Católica de Manizales, Estudiante de Doctorado en Educación de la Universidad San Buenaventura Cali. Directivo Docente Institución Educativa Aguaclara Tuluá