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dc.contributor.author Galioto, C
dc.contributor.author Davila, CM
dc.date.accessioned 2024-01-17T15:56:19Z
dc.date.available 2024-01-17T15:56:19Z
dc.date.issued 2023
dc.identifier.uri https://repositorio.uoh.cl/handle/611/983
dc.description.abstract This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach is to organize time and experience in a standardized, contradictory, and tense manner; at the same time, we describe a pars construens of the experience of temporality, endowed with a horizon of possibilities: the school as free time that contributes to questioning certain aspects in relation to temporality as a project of progress in education, without failures, without different rhythms. These approaches propose a link between experience of temporality and educational justice that we discuss in the conclusion.
dc.relation.uri http://dx.doi.org/10.1080/09518398.2023.2233930
dc.subject Temporality
dc.subject phenomenology
dc.subject school
dc.subject justice
dc.title What time does the bell ring? Problems and potentialities in experiences of temporality in school
dc.type Artículo
uoh.revista INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION
dc.identifier.doi 10.1080/09518398.2023.2233930
uoh.indizacion Web of Science


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