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Doing difference en la escuela primaria : Un estudio comparativo entre Alemania y Argentina a través de la categoría «origen social»
Claus, Carolina
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Yendell, Oscar
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Romualdo, Vanessa
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DOI:
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https://doi.org/10.7203/RASE.18.1.29309
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URL:
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https://turia.uv.es/index.php/RASE/article/view/29...
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Additional URL:
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https://www.researchgate.net/publication/389797677...
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URN:
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urn:nbn:de:bsz:180-madoc-694590
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Document Type:
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Article
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Year of publication:
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2025
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The title of a journal, publication series:
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Revista de Sociología de la Educación : RASE
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Volume:
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18
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Issue number:
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1
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Page range:
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8-27
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Place of publication:
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Valencia
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Publishing house:
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Universitat de València
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ISSN:
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1988-7302 , 2605-1923
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Publication language:
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Spanish
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Institution:
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School of Social Sciences > Unterrichtsqualität in heterogenen Kontexten (Karst 2023-)
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Pre-existing license:
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 Creative Commons Attribution, Non-Commercial, Share Alike 4.0 International (CC BY-NC-SA 4.0)
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Subject:
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370 Education
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Keywords (English):
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educational inequalities , doing difference , international comparison , social origin , prima-ry school , teachers , grounded theory
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Abstract:
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Este artículo parte de una investigación sobre la escuela primaria desde la teoría de Doing Difference y a partir de la categoría de «origen social». El estudio empírico tuvo un diseño binacional y apuntó a identificar similitudes y diferencias entre los/as docentes alemanes/as y argenti-nos/as en lo que respecta a las diferenciaciones que hacen basadas en atri-butos estereotipados de sus estudiantes. Para ello se analizó en qué medida los/as docentes (re-)producen desigualdades educativas a través de sus acciones y percepciones. Se realizaron entrevistas a maestros/as de primaria de ambos países entre 2020 y 2022 y los datos se analizaron utilizando la Teoría Fundamentada. Los resultados empíricos se analizaron centralmente a partir del concepto de equidad de reconocimiento, enmarcado en la teoría de la equidad educativa. Los hallazgos indi-can que tanto los/as maestros/as alemanes/as como los/as argentinos/as diferencian a los/as estudiantes en función de su origen familiar y establecen una conexión directa entre origen desfavorecido-deficiencia de apoyo familiar y bajo rendimiento escolar. Como consecuencia, los/as maes-tros/as tienden a estereotipar negativamente tanto a los/as estudiantes como a las familias con un estatus socioeconómico bajo aludiendo a (a) la pobreza socio-material y sus efectos para el aprendizaje en la escuela, (b) los problemas familiares y (c) las (bajas) exigencias a los/as estudiantes. Sin embargo, encontramos diferencias entre las perspectivas de los/as maestros/as en am-bos países analizados en las actitudes que toman respecto de los problemas que se les presentan.
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Translation of the title:
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Doing difference inpPrimary school : A comparative study between Germany and Argentina along the category of «Social Origin»
(English)
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Translation of the abstract:
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This research paper deals with Doing Difference along the category of «social origin» in primary school. The empirical study has a binational design and seeks to identify similarities and differences between German and Argentinian teachers with regard to differentiations based on stereotypical attributions. In the course of this, the extent to which teachers (re-)produce (educational) inequalities through their actions and perceptions will be examined. To this end, interviews were conducted with primary school teachers in both countries from 2020 to 2022. The evaluation of the data material was based on the Grounded Theory Methodology. The empirical findings are discussed with the focus on the concept of recognition equity, framed by explanations of educational equity theory. The findings indicate that both the German and the Argentinian teachers draw differences along the students’ family background and establish a connection between de-privileged back-ground/low socio-economic status – deficient/lack of family support – poor academic performance. As a result, the teachers tend to stereotype both students and parents with low socio-economic status negatively and refer in this context to (a) socio-material poverty and its consequences for school learning, (b) family problems and (c) (low) demands on students. The perspectives of the German and Argentinian teachers differ in this respect. Finally, the article attempts to break down the empirical findings and discuss them theoretically in relation to educational equity relating to the actions they take with respect to the problems that they face.
(English)
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 | Dieser Eintrag ist Teil der Universitätsbibliographie. |
 | Das Dokument wird vom Publikationsserver der Universitätsbibliothek Mannheim bereitgestellt. |
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