<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2021000200208</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2021)0057-014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Convivencia escolar y mercado educativo? Un análisis comparativo entre apoderados y estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[School coexistence and educational market? A comparative analysis between proxies and students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas Mancilla]]></surname>
<given-names><![CDATA[Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ascorra Costa]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Escuela de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Centro de Investigación para la Educación Inclusiva ]]></institution>
<addr-line><![CDATA[Chile ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2021000200208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2021000200208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2021000200208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Chile, en 2011, se establecieron ocho indicadores de calidad educativa como respuesta a las fallas del sistema de educación instalado en los años ochenta. Estudios recientes plantean dificultades en la medición de uno de estos indicadores, el de clima de convivencia escolar, lo que afecta su comprensión dentro de las comunidades escolares. Este estudio se propuso abordar las percepciones de estudiantes y apoderados respecto a este indicador para las cohortes 2014-2018, y comparar los indicadores de estudiantes y apoderados según el tipo de escuela y cohorte. Para el análisis secundario se utilizó el ANOVA. Los resultados muestran diferencias en las percepciones entre apoderados y estudiantes, y diferencias significativas en las percepciones de apoderados conforme al tipo de escuela. Las percepciones de apoderados pueden explicarse mediante elementos socioculturales favorecidos por el mercado educativo chileno. En contraposición, la percepción de estudiantes parece vincularse a la propia experiencia escolar. Se concluye que la evaluación de la convivencia escolar en Chile debe avanzar hacia una evaluación diferenciada por actor educativo, y se cuestiona la construcción del indicador de clima de convivencia escolar, pues responde más a un mercado educativo que a la mejora de la calidad educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Chile, in 2011, eight quality indicators were installed, which emerged as one of the responses to the failures of the educational system installed since the 1980s. One of these indicators is the &#8220;Climate of school coexistence&#8221;. Recent studies have raised difficulties in its measurement, which may affect its understanding within school communities. This study aimed to analyze the perceptions of students and parents regarding this indicator for the 2014-2018 cohorts, and compare the indicators of students and parents according to the type of school and cohort. A secondary analysis was performed using ANOVA. The results show differences in perceptions between parents and students; and significant differences in the perceptions of parents according to the type of school. The perceptions of parents can be explained by sociocultural elements, which have been favored by the Chilean educational market. In contrast, students&#8217; perceptions seem to be linked to their own school experience. It is concluded that the evaluation of school coexistence should advance to an evaluation differentiated by educational actor. The construction of the indicator &#8220;Climate of school coexistence&#8221; used in Chile is questioned because it responds more to an educational market than to the improvement of educational quality.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[indicadores de calidad]]></kwd>
<kwd lng="es"><![CDATA[indicador de convivencia]]></kwd>
<kwd lng="es"><![CDATA[análisis de varianza]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[quality indicators]]></kwd>
<kwd lng="en"><![CDATA[coexistence indicator]]></kwd>
<kwd lng="en"><![CDATA[ANOVA]]></kwd>
</kwd-group>
</article-meta>
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