Recognition of school space: a look of cases, validators and cancellers mechanisms of spatial experience in high schools in Greater Santiago

Abstract

Its overall objective was to define institutional mechanisms and understand how they operate in the recognition / ignorance of experiencing construction of spaces. Finally we ask how they infer in generating educational situations of justice and injustice. A qualitative methodological design based on elements of ethnographic and symbolic interaction approach. The results indicate that educational actors when expressing their everyday practices are able to recognize a strictly spatial component in their school experiences. Displacement, mobility, fixation of being, place of speech, construction of limits, and strengthening the experience of borders are the most recurrent spatial practices in school life. Thus the existence of explicit and implicit mechanisms of identification and recognition of the spatial practices is confirmed.