Alternativa metodológica para el fortalecimiento de la convivencia escolar
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2024-08-30
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es
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Universidad Andrés Bello
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Licencia CC
Resumen
La investigación soluciona un problema científico de gran importancia para el contexto escolar. Se concibe la convivencia escolar como el proceso de interrelación entre los agentes de una institución educativa dentro de un ambiente democrático, de respeto tolerancia e inclusividad que permita convivir y resolver de manera pacífica los conflictos por la vía del diálogo y la negociación de manera asertiva, es una categoría compleja, vinculada con la alta autoestima, que puede aprenderse como parte de un proceso amplio de desarrollo emocional. La Alternativa metodológica se distingue por concebir al diagnóstico como punto de partida para la transformación de la práctica desde lo personal cognitivo, actitudinal y los valores morales, sustentada en el desarrollo de la convivencia desde una visión
de cambios en la conducta, con el objetivo de ofrecer a los maestros/tutores una herramienta pedagógica orientadora en relación a la enseñanza y el aprendizaje de la convivencia. Se utilizan métodos del nivel teórico, empíricos y del nivel estadístico matemático que permitieron constatar la magnitud del problema y justificar la factibilidad de la solución al mismo. Se realizan recomendaciones que permitan sistematizarlos a través de intervención en la práctica por la vía experimental.
The research solves a scientific problem of great importance for the school context. School coexistence is conceived as the process of interrelation between the agents of an educational institution within a democratic environment, of respect, tolerance and inclusiveness that allows to coexist and resolve conflicts peacefully through dialogue and assertive negotiation. It is a complex category, linked to high self-esteem, which can be learned as part of a broad process of emotional development. The methodological alternative is distinguished by conceiving the diagnosis as a starting point for the transformation of practice from the personal cognitive, attitudinal and moral values, supported by the development of coexistence from a vision of changes in behavior, with the objective of offering teachers/tutors a pedagogical tool for guidance in relation to the teaching and learning of coexistence. Methods of the theoretical, empirical and statistical mathematical level are used that allowed to verify the magnitude of the problem and justify the feasibility of the solution to it. Recommendations are made to systematize them through practical intervention by means of an experimental approach.
The research solves a scientific problem of great importance for the school context. School coexistence is conceived as the process of interrelation between the agents of an educational institution within a democratic environment, of respect, tolerance and inclusiveness that allows to coexist and resolve conflicts peacefully through dialogue and assertive negotiation. It is a complex category, linked to high self-esteem, which can be learned as part of a broad process of emotional development. The methodological alternative is distinguished by conceiving the diagnosis as a starting point for the transformation of practice from the personal cognitive, attitudinal and moral values, supported by the development of coexistence from a vision of changes in behavior, with the objective of offering teachers/tutors a pedagogical tool for guidance in relation to the teaching and learning of coexistence. Methods of the theoretical, empirical and statistical mathematical level are used that allowed to verify the magnitude of the problem and justify the feasibility of the solution to it. Recommendations are made to systematize them through practical intervention by means of an experimental approach.
Notas
Indexación: Revista UNAB.
Palabras clave
Convivencia escolar, Conflicto; cambio de actitud, School coexistence, Change of attitude
Citación
PEM. Revista de Didáctica, Evaluación e Innovación N°5: 13–19
DOI
https://doi.org/10.53382/issn.2735-7414.9