Browsing by Author "Riberi Manzur, Valentina Constanza"

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    An Ethnography of Vulnerability: A New Materialist Approach to the Apparatus of Measurement, the Algorithm
    (2021) Riberi Manzur, Valentina Constanza; González Durán, Erika; Rojas Lasch, Carolina
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    Mediciones de lo vulnerable en educación : aparatos productivos y sus implicancias relacionales para la justicia social
    (2022) Riberi Manzur, Valentina Constanza; Matus Cánovas, Claudia; Pontificia Universidad Católica de Chile. Facultad de Educación
    El objetivo principal de esta tesis fue problematizar el fenómeno de la medición de lo vulnerable en el sistema educacional chileno, entendiéndolo como un sistema diferenciador y (re)productor de relaciones de desigualdad. Es así como, desde perspectivas feministas en nuevos materialismos, esta tesis siguió tres mediciones implementadas en el país: el IVE-SINAE, el GSE de SIMCE y el EESC de PISA. A partir de un trabajo etnográfico se realizaron distintas técnicas de producción de datos: observación participante en dos establecimientos de la Región Metropolitana, uno municipal y otro particular pagado, entrevistas semi-estructuradas a apoderados/as, encargados/as de las mediciones en los establecimientos, diseñadores/as de estas mediciones en el gobierno y/o en universidades y la implementación experimental del cuestionario del IVE-SINAE en el colegio pagado. Esta tesis concluye que las mediciones, como entidades algorítmicas, reproducen cierto conocimiento – Homo œconomicus – en forma de datos en torno a lo vulnerable, conocimiento que autoriza y vuelve legibles ciertos futuros para ciertos sujetos. Con esto, las nociones de justicia social se reducen a un dato, siendo un quehacer ético el complejizar la forma de entender los fenómenos sociales más allá del dato y, a partir del dato, repensar la justicia social en educación.
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    Nature Is for Trees, Culture Is for Humans: A Critical Reading of the IPCC Report
    (2021) Matus Cánovas, Claudia; Bussenius Méndez, Pascale; Herraz Mardones, Pablo Cristián; Riberi Manzur, Valentina Constanza; Prieto, Manuel
    In this article, we problematize conventional views regarding culture presented in the assessment report entitled Climate Change 2014: Impacts, Adaptation, and Vulnerability. This report is a contribution to the Fifth Assessment Report produced by the Intergovernmental Panel on Climate Change (IPCC). We posit that when culture is seen as a stable category and imagined as a space composed of humans-and, more precisely, only certain humans-an epistemological, ontological, and ethical order is reproduced in which (a) nature is framed as a passive and apolitical "out there ", (b) knowledge based on this division is misleading and partial (e.g., social scientists study culture and natural scientists study nature), and (c) dominant humanist assumptions become common-sense explanations for inequalities. We conduct a critical discourse analysis of the IPCC report to better understand which assumptions produce the conceptualization of culture as a stable category. In our conclusion, we offer an example of a semiotic-meaning intervention of a section of the report to demonstrate the vitality of the concepts presented in this document. Subsequently, we discuss the consequences of omitting the vital traffic between the biological, social, and cultural realms from discussions on climate change to reexamine the production and reproduction of inequalities.
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    The Agency of Difference in Chilean School Policies and Practices: A BioSocioCultural Way-Out
    (2022) Matus Cánovas, Claudia; Riberi Manzur, Valentina Constanza
    In this paper, we explore the active production of difference (as lacking) through the School Vulnerability Index and the School Inclusion Law in Chile. Through a diffractive reading, we present the contradiction between these two policies. While discriminatory knowledge about school subjects is produced in the School Vulnerability Index as truth and common knowledge for the school community, the School Inclusion Law is designed to solve practices of discrimination at school. We contend that, to address issues of segregation in school settings, we have to question the kind of knowledge we need for a more democratic and just future. As a result, we trouble the separation of biological, social, and cultural realms on which instruments are based to continue segregation practices as a natural way to frame inclusion policies in educational contexts. We argue that both policies and instruments play a decisive role in the continuity of a culture of segregation in a neoliberal school tradition.