Narrando el conflicto: alumnado de origen inmigrante en un centro escolar de Madrid

Abstract

How do students of immigrant backgrounds narrate conflictive situations they have experienced within a multicultural secondary school in the Community of Madrid? How do narrators understand and explain their resistance/confrontational behaviour? What does the analysis of these narrations reveal about the situation of school failure in this educational centre? The approach to such questions will be made through the study of narratives gathered in interviews with “peñas” (“circles”): groups of peers organised to challenge the order of the school (Gibson, et. al, 2004).

This study is part of a research carried out in multicultural classrooms in Madrid, following an ethnographic, sociolinguistics and discursive approach from a critical perspective (Martin Rojo, in press.). From this perspective, narratives, as an interactional genre, are collaborative situated discursive practices that “both reflect social beliefs and relationships and contribute to negotiating and modifying them” (Fairclough, De Fina, 2003a: 369). These characteristics allow us to observe the ways narratives follow and generate social rules, ways of understanding and elaborating our personal experience, social relationships and the roles participants play (as much within the world narrated as in that of the reality from which the events are narrated).

Resumen

¿Cómo narran alumnos y alumnas de origen inmigrante situaciones de conflicto que han experimentado en un centro escolar multicultural de la Comunidad de Madrid?, ¿De qué manera comprenden y explican los alumnos-narradores sus comportamientos de resistencia/confrontación? ¿Qué nos permite el análisis de estas narraciones comprender sobre la situación de fracaso escolar en este centro escolar? Estas preguntas serán respondidas dentro del análisis de relatos cotidianos recogidos en entrevistas a diferentes “peñas”, grupos de iguales que se organizan para resistir el orden de la escuela (Gibson et al, 2004).

Este estudio es parte de un trabajo de investigación sobre aulas multiculturales en Madrid siguiendo el marco de la Etnografía, la Sociolingüística y el Análisis del Discurso desde una perspectiva crítica (Martín Rojo, en prensa). De acuerdo con esta perspectiva, las narrativas se entienden como prácticas discursivas/interaccionales co-construídas de manera situada, las cuales reflejan tanto las creencias sociales como las relaciones, a las cuales contribuye a negociar y modificar (Fairclough, 1989; De Fina, 2003a: 369). Ello nos lleva a atender a las formas en las que las narrativas siguen y generan reglas sociales, formas de comprender y elaborar la experiencia, relaciones sociales y roles entre los participantes (tanto del mundo narrado como del de la realidad desde la cual se narra).

This study is part of a research carried out in multicultural classrooms in Madrid, following an ethnographic, sociolinguistics and discursive approach from a critical perspective (Martin Rojo, in press.). From this perspective, narratives, as an interactional genre, are collaborative situated discursive practices that “both reflect social beliefs and relationships and contribute to negotiating and modifying them” (Fairclough, De Fina, 2003a: 369). These characteristics allow us to observe the ways narratives follow and generate social rules, ways of understanding and elaborating our personal experience, social relationships and the roles participants play (as much within the world narrated as in that of the reality from which the events are narrated).

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Identifiers

ORCID for Adriana Patino: orcid.org/0000-0003-1950-3954

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