<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092020000100143</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.15.15452.075</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La judicialización de la convivencia escolar en el marco del Sistema de Aseguramiento de la Calidad de la Educación chileno: El caso de las denuncias escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[The judicialization of school coexistence within the framework of the Chilean Education Quality Assurance System: The case of school complaints]]></article-title>
<article-title xml:lang="pt"><![CDATA[A judicialização da convivência escolar no âmbito do Sistema de Garantia da Qualidade da Educação do Chile: o caso de queixas escolares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alburquerque]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092020000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092020000100143&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092020000100143&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Chile, las políticas educativas de accountability , asociadas a la judicialización de la vida escolar, han involucrado la gestión de la violencia y convivencia escolar, generando un ambiente de política punitiva por medio de amenazas de sanciones. La Superintendencia de Educación, organismo del Estado encargado de fiscalizar las normativas, cuenta además con un dispositivo que permite a los padres denunciar acciones de maltrato escolar contra sus hijos/pupilos. Este estudio examinó, mediante un análisis crítico del discurso, 30 registros de respuesta elaborados por escuelas durante 2018 tras recibir una denuncia. Los resultados muestran la construcción de discursos que erigen a la escuela como un tribunal educativo y al estudiante como problema, utilizando mecanismos de hipervigilancia conductual. Se discuten las implicancias de la instauración de este dispositivo que ha fortalecido la judicialización de los problemas convivenciales en clave conservadora, donde la escuela -y a veces, el director- es juez y parte.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No Chile, as políticas educacionais de accountability, associadas à judicialização da vida escolar, envolveram o gerenciamento da violência e a convivência escolar, gerando um ambiente de política punitiva por meio de ameaças de sanções. A Superintendência de Educação, órgão do Estado encarregado de fiscalizar as normativas, também possui um dispositivo que permite que os pais denunciem ações de maus-tratos escolares contra seus filhos/alunos. Este estudo examinou, mediante uma análise crítica do discurso, 30 registros de resposta preparados pelas escolas durante 2018 após receber uma reclamação. Os resultados mostram a construção de discursos que estabelecem a escola como um tribunal educacional e o aluno como um problema, utilizando mecanismos de hipervigilância comportamental. São discutidas as implicações da instalação desse dispositivo que fortaleceu a judicialização dos problemas de convivência em uma chave conservadora, onde a escola - e às vezes o diretor - é juiz e parte.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Chile, education policies of accountability, associated with the judicialization of school life, have involved the management of violence and school coexistence, generating punitive policy environment by means of threat of sanctions. The Superintendency of Education, a State agency responsible for overseeing regulations, also has a device that allows parents to report actions of harassment against their children/pupils. This study examined, through a critical analysis of the discourse, 30 response records prepared by schools during 2018 after receiving a complaint. The results show the construction of discourses that establish the school as an educational court and the student as a problem, using mechanisms of behavioral hypervigilance. We discuss implications of the installation of this device which has strengthened the judicialization of conflicts related to coexistence, in a particular conservative mode whereby schools - and sometimes the principal - is both judge and party.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Judicialización]]></kwd>
<kwd lng="es"><![CDATA[Violencia escolar]]></kwd>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Judicialização]]></kwd>
<kwd lng="pt"><![CDATA[Violência escolar]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Judicialization]]></kwd>
<kwd lng="en"><![CDATA[School violence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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