Abstract

This study focused on analyzing the organization of a multidisciplinary team in charge of managing the school social climate policy, in a municipal high school located in an urban setting in Valdivia, Chile. The study addresses its conformation, as well as the barriers observed in the process of organizing and implementing the school social climate policy. To answer these questions a qualitative case study was carried out, which main tools were 3 participatory workshop meetings with the team, 4 semi-structured individual interviews with other educational actors and a group interview with 3 members of the student council. The information was subjected to content analysis. Results show the need for validation within the internal organization of an emerging school social climate team, in the midst of tensions and contradictions coming from the macro, meso, and microsystemic levels. The conflicts, inherent to the schools life, are manifested in the form of tensions between the order, functioning and organization of the school’s educational practice and the emerging fundamentals that the team tries to agree upon to guide the action, all this in a framework of interactions mediated by the exercise of power.