Vida escolar y degradación ambiental en tiempos gerenciales: un estudio en escuelas secundarias ubicadas en el Área Metropolitana de Buenos Aires, en contexto de extrema pobreza urbana

• Autores: Eliana Mercedes Bussi
• Directores de la Tesis: Silvia Mariela Grinberg (dir. tes.), Víctor M. Solbes (codir. tes.), José Manuel de Oña Cots (codir. tes.)
• Lectura: En la Universidad de Buenos Aires (UBA) ( Argentina ) en 2022
• Idioma: español
• Número de páginas: 346
• Enlaces
  • Tesis en acceso abierto en: repositorio.filo.uba.ar
• Resumen
  • español

    Esta tesis procura ser una contribución al estado actual del conocimiento sobre la escolaridad en el cruce de las desigualdades. Para ello, se propone como objetivo general el de describir el devenir de la escolaridad, atendiendo especialmente al detalle de las conexiones intermedias y relaciones entre cuerpos humanos y no humanos en las villas del Área Metropolitana de Buenos Aires. En este marco, a través de la trama escuelaambiente-pobreza urbana, se construye el objeto de estudio desde dos líneas de entrada.

    La primera remite a los estudios en la intersección biopolítica-educación que conducen a la pregunta por los procesos de producción política de la vida escolar atravesada por la cuestión urbana. La segunda recupera el enfoque de los nuevos materialismos como potencia de indagación aportando una mirada al detalle de las conexiones intermedias entre cuerpos humanos y no humanos a partir de su cualidad vital; esto es, una interrogación en términos de afectos. A lo largo de este trabajo se procura componer un relato situado, decididamente parcial, inacabado y fragmentado acerca de aquello que la escuela está siendo en el cruce con las desigualdades. Nos referimos a aquel que narra el devenir de la escolaridad entre las tensiones entre desigualdad y exclusión, pero también entre poder y deseo, entre acción y pasión. Un devenir de la escolaridad como un entramado, un enredo, una figura de cuerdas que se caracteriza por las microluchas cotidianas que la escuela hace, produce y potencia entre las cuerdas de la precariedad.

  • English

    This thesis presents the study of scholarship in its intersection with inequality and, more specifically, about the forms of life in schools located in urban poverty and environmental degradation contexts. To do so, it proposes to describe the scholar dayto-day becoming as a general objective, paying special attention to the intermediate connections and the relations between human and no-human bodies, in the shanty towns of the metropolitan area of Buenos Aires. In this context, through the composition of a triad between the axis school-environment-poverty, we build the object of this research from two conceptual blocks. First of all, the extended field of study that lies in the intersection between biopolitics and education (Grinberg, 2011, 2015, 2017, 2020;

    Veiga Neto, 2013; Ball, 2014; Noguera Ramírez y Marín Díaz, 2011; Sisto Campos, 2019; Collet Sabé y Grinberg, 2022; Saura y Luengo Navas, 2015; Ball y Youdell, 2007). In this direction, we propose an exploration of the processes of political production of scholar life, crossed by the question of urbanity. That means, associated to selective phenomena of selective metropolization, social fragmentation and urban own gentrification, not only related the global south. (Prévôt Schapira, 2001, 2002; Pírez, 2016; Saraví, 2005; Davis, 2008; Grinberg, 2009). We mean the processes that involve sociospacial reagrupations in which those spaces known as villas miseria, barriadas, slums, shanty towns are configured, where poverty and environmental degradation become weaved with the deepened inequalities. (Cravino, 2008, 2021; Curutchet, et. al., 2012; Grinberg, 2009, 2017, 2020a; Besana, et. al., 2011). From this perspective, we postulate as one of the main assumptions of this research that urban inequality is translated in multiple ways of scholar inequalities. Next, we understand that the study of the scholar every-day means paying attention to the effects of contemporary biopolitics, but also to the affects. This way, we take the new materialisms’ perspective as a secong conceptual corpus (Barad, 2003, 2007; Braidotti, 2005, 2013; Bennet, 2010; Haraway, 2016, 2020). As an emerging field in continuous development (Solana, 2017), we revive this perspective that takes into consideration the non-human or not-so-human (Bennet, 2010), not as lifeless bodies, but from the vitality of the agency of matter. That means, as agents capable of affected and being affected by other bodies, through intra-action (Barad, 2003). In this direction, it is proposed that bodies are not limited to being situated in the surroundings, but that, on the contrary, the human and non-human agents become assembled as a result of their connections.

    This field of theorical and methodological approach makes it possible to establish a dialog with Foucault’s notion of milieu (Foucault, 1977, 1999, 2007), in tune with the notion of environment as a totality which results from the encounter of forces and processes, both social and natural, (Castro, 2011b), in terms of affects. That is to say, where it matters to take care to these forces that intra-act in the “affectivity or intensity level” (Braidotti, 2005, p. 90). This double entry potentiates the approach of the triad among school-environment-urban poverty, from the simultaneous inquiry of the effects and affects of biopolitics in the XXI century. This means, promoting an attentive exploration of the interconnections, intermediate instances, tensions, intensities, and nuances, which supposes a questioning of forces. We claim that this becomes an ever more pertinent gaze, as we live times of vertiginous changes, following Braidotti (2005), that “do not truncate the brutality of the power relations, but they intensify them and bring them to the point of implosion” (p.13). In this direction, we seek to make a study of the becoming at schools, that lets us go to the encounter of affections that are configuring the scholar everyday life. In this context, it matters the question about how urbanity, scolarity and inequality are weaved with an inequal distribution of precariousness (Butler, 2010). This way, this research is specially focused in what happens in the institutions located in urban poverty and environmental degradation contexts. To do so, a fieldwork was done between 2012 and 2019 in a public high school located in one of the shanty towns of the metropolitan area of Buenos Aires (Cravino, 2009, 2021; Grinberg, 2009, 2020a). By using ethnographic tools (Guber, 2001, 2013; Rockwell, 2009, 2018), specially enriched by the question about affectivity (Yedaide, et. al., 2021; Hickey-Moody, 2013; Pink, 2009;

    Braidotti, 2005; Ramallo y Porta, 2018), we attempted to intervene in terrain, inhabiting the folds and fissures that the processes of day-to-day becoming implicate. From these readings, we propose that this gets configured as effect and affect of the modes in which the current policies of the managerial societies (Grinberg, 2006, 2008). We are referring to the modes of population government that takes place through the transfer of action reponsabilities to the subjects and the institutions. In this direction, we claim that it is a call to become (self)manager the one that, in the cross with precariousness, does not make anything else than redoubling and deepen the socioeducational inequality (Bonilla Muñoz, 2022; Grinberg, 2009, 2011, 2017; Schwamberger, 2020). Mainly, this is because the call to make and (self)make, proper of managerial logics, becomes translated in the schools located in contexts of poverty, in the responsibility of ownership of the precariousness itself.

    Along this thesis, we build a weave of understanding about what happens at school, as a part of the everyday distribution of inequality. In this direction, this vitalist and dynamic conception of the matter, potentiates the study of the intersection of the triad schoolenvironment-urban poverty. This because it is presented as a possibility of deepening the description of the scholar becoming, that can take into consideration the connections of the human and non-human forces that configurate the day-to-day. We are referring to that one thesis made between the tensions of inequality and exclusion, but also between power and desire, action and passion, composing a weave mainly defined by an overlapping set of micro-battles that the school constantly produces, in the strings of precariousness