Abstract:
The school routine has been understood, in part, by a particular background that colors whole the experience that is developed there. This background constitutes the school culture. In the construction of school culture, the internal and external practices from outside school influence it, including educational policies. The influence of regional education policies shaping the institutional culture in the school routine is presented as an interesting and complex object to be revealed. To begin that journey, it is important to construct a consistent theoretical basis from the combination of different sources. According to Tello (2015)TELLO, C. G. La/s política/s educativa/s: campo teórico, campo de intervención y la preocupación ética en la investigación. Buenos Aires: Universidad Nacional de La Plata, 2015. Curso de Posgrado., this involves framing an useful rhizomatic theoretical basis for analyzing the school culture within the framework of the “school routine” (Rockwell, 2000ROCKWELL, E. La escuela cotidiana. Buenos Aires: Fondo de Cultura Económica, 2000.). In short, what has been questioned is the need of to construct a consistent epistemological axis to make intelligible the effects of educational policies in the school routine. In that sense, this paper aims to interconnects a set of theoretical perspectives like a network to understand an intrinsic aspect of the school: the effects of educational policies in the institutional culture. At first, it was defined what we mean by culture and institutional culture. Then we propose our analytical rhizomatic model that integrates the theoretical contributions of Rockwell, Bourdieu and Ball. Finally, in the conclusion, we briefly integrate the ideas presented in the body of this work.
Keywords:
daily life; policies cycle; theory of social fields.