Convivencia escolar a la luz de la interacción social desde la voz del estudiante
Cargando...
Fecha
2023
Autores
García Areiza, Omar Humberto
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Al investigar la convivencia escolar desde la perspectiva del estudiante, significó
sumergirse en las vivencias cotidianas dentro del clima social interno y externo a la
luz de la interacción social del estudiante en la I. E. Pedro Luis Villa, espacio que
permitió la construcción y desconstrucción del problema que confronta la realidad
micro social interna del tejido relacional dado por la interacción estudiante -docente,
entre los pares y el personal de la institución y, externa en la interacción familiar y
comunitaria. Los cambios paradigmáticos de la sociedad han evolucionado entorno
a la definición de convivencia escolar, marcando desde el siglo XXI la concepción
pacífica. La UNESCO, hace su contribución mediante el informe Delors, que
introduce los cuatro pilares esenciales: saber, conocer, hacer y convivir, necesarios
en la formación integral del hombre. La inquietud se extiende a nivel nacional,
mediante el desarrollo de políticas y normativas legales que contribuyen a orientar
la vida escolar a través de la Ley 1620 de 2013, por medio de la cual crea el “Sistema
Nacional de Convivencia Escolar y Formación para el ejercicio de los Derechos
Humanos, la educación para la sexualidad y la prevención y mitigación de la
violencia escolar” en las instituciones educativas. Dentro de este contexto, el
presente estudio tiene como objetivo general: Comprender la convivencia escolar a
la luz de las interacciones sociales desde la voz de los estudiantes en la Institución
Educativa Pedro Luis Villa. En el Estado del Arte, se revisó investigaciones
relacionadas con las categorías: convivencia escolar e interacción social, con el
objeto de conocer los avances en la actualidad a nivel internacional, latinoamericano
y nacional. La construcción teórica se apoyó en las contribuciones de postulados
teóricos de la Teoría Gestalt, Sistema y Holismo, el Desarrollo Cognitivo de Piaget,
la Teoría Sociocultural de Vygotsky, y la Teoría Social de Bandura. El fundamento
legal se sustenta en la Constitución Política de Colombia (1991), Ley General de
Educación. Ley 115 de febrero de 1994, Ley 1098 de 2006, Ley 1620 de 2013, y
Decretos que reglamentan la leyes. El diseño de la investigación se inserta en el
paradigma interpretativo, según Guba & Lincoln (1991), la realidad se presenta de
forma fragmentada, es múltiple, holística y construida desde el sujeto cognoscente;
el enfoque cualitativo y el método hermenéutico, representan comprender la
convivencia escolar interpretando al estudiante desde individual a lo colectivo y
viceversa. Los sujetos objeto de estudio estuvieron integrados por cinco informantes
clave y nueve estudiantes que hicieron parte del grupo focal para un total de catorce
sujetos. La técnica utilizada para recoger la información fue la entrevista
semiestructurada y el grupo focal. En este orden de ideas, se establecieron los
momentos de secuencias operativas: momento empírico, hermenéutico y
constructivo. La validez utilizada es la triangulación de datos que permitió relacionar
valorar y comparar los resultados con la teoría existente para interpretar y
comprender el significado emergente de las vivencias y experiencias de los
estudiantes. Los resultados del clima social interno en la interacción estudiante
docente, emerge el comportamiento recíproco, la coexistencia de diferentes tipos
de prácticas pedagógicas y educación en valores. En la interacción entre los pares,
emerge el bullying como todo tipo de violencia, el calvazo como un tipo de agresión
común entre los estudiantes. Además, el tipo de violencia predominante es la física
y la verbal. La interacción del estudiante con los demás miembros de la institución
emerge, la aceptación social y el desconocimiento de procedimientos
administrativos, protocolos y sanciones establecidos en el manual de convivencia.
Los resultados del clima social externo, emerge en la interacción de la familia las
categorías interacción entre los miembros y la interacción con la escuela
caracterizadas por falencia en la integración. En la interacción comunitaria emerge
la población vulnerable y la insuficiencia de participación de los acudientes en la
escuela. Por lo tanto, las instituciones educativas enfrentan el desafío de lograr una
construcción colectiva y comunicación efectiva entre los miembros de la comunidad.
La convivencia escolar se ve influenciada por la interacción social entre sus
miembros. Por ello, se desarrolla una ruta de mediación escolar, como marco de
promoción y difusión del sistema de convivencia escolar. En el clima social interno
se concluye la existencia de una repuesta recíproca entre el estudiante y el docente
condicionada al modelo pedagógico utilizado en el aula. En el clima social externo
la familia tiene relevancia social en la integración del sistema escolar. Al construir
un marco referencial de mediación, configura la integración colectiva entre los
miembros como representación sistémica con identidad propia que debe construirse
y reconstruirse cotidianamente, donde fluctúa un compromiso social. En
consecuencia, el aporte que hace la investigación es la construcción colectiva de la
ruta de mediación escolar con el objeto de integrar el colectivo en la I. E. Pedro Luis
Villa.
When investigating school coexistence from the student's perspective, it meant immersing oneself in the daily experiences within the internal and external social climate in the light of the student's social interaction at I. E. Pedro Luis Villa, a space that allowed the construction and deconstruction of the problem that confronts the internal micro social reality of the relational fabric given by the student-teacher interaction, among peers and the institution's personnel and, external in the family and community interaction. The paradigmatic changes of society have evolved around the definition of school coexistence, marking since the XXI century the peaceful conception. UNESCO makes its contribution through the Delors report, which introduces the four essential pillars: to know, to know, to do and to live together, necessary for the integral formation of man. The concern extends to the national level, through the development of policies and legal regulations that contribute to guide school life through Law 1620 of 2013, through which creates the "National System of School Coexistence and Training for the exercise of Human Rights, education for sexuality and the prevention and mitigation of school violence" in educational institutions. Within this context, the present study has as its general objective: understanding school coexistence in the light of social interactions from the voice of the students at the Pedro Luis Villa Educational Institution. In the State of the Art, we reviewed research related to the categories: school coexistence and social interaction, in order to know the current advances at international, Latin American and national levels. The theoretical construction was based on the contributions of theoretical postulates of Gestalt Theory, System and Holism, Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, and Bandura's Social Theory. The legal basis is based on the Political Constitution of Colombia (1991), General Education Law. Law 115 of February 1994, Law 1098 of 2006, Law 1620 of 2013, and Decrees that regulate the laws. The research design is inserted in the interpretative paradigm, according to Guba & Lincoln (1991), reality is presented in a fragmented way, it is multiple, holistic and built from the cognizing subject; the qualitative approach and the hermeneutic method, represent understanding the school coexistence interpreting the student from the individual to the collective and vice versa. The subjects under study were composed of five key informants and nine students who were part of the focus group for a total of fourteen subjects. The technique used to collect the information was the semi-structured interview and the focus group. In this order of ideas, the moments of operative sequences were established: empirical, hermeneutic and constructive moments. The validity used is the triangulation of data that allowed to relate, value and compare the results with the existing theory in order to interpret and understand the emerging meaning of the students' experiences. The results of the internal social climate in the student-teacher interaction, the reciprocal behavior emerges, the coexistence of different types of pedagogical practices and education in values. In the interaction among peers, bullying emerges as all types of violence, the calvazo as a common type of aggression among students. In addition, the predominant type of violence is physical and verbal. The interaction of the student with other members of the institution emerges, social acceptance and ignorance of administrative procedures, protocols and sanctions established in the coexistence manual. The results of the external social climate, the categories of interaction between family members and interaction with the school, characterized by lack of integration, emerge in the family interaction. In the community interaction, the vulnerable population and the insufficient participation of guardians in the school emerge. Therefore, educational institutions face the challenge of achieving a collective construction and effective communication among community members. School coexistence is influenced by the social interaction among its members. Therefore, a school mediation route is developed as a framework for the promotion and dissemination of the school coexistence system. In the internal social climate, it is concluded that there is a reciprocal response between the student and the teacher, conditioned by the pedagogical model used in the classroom. In the external social climate, the family has social relevance in the integration of the school system. By building a referential framework of mediation, it configures the collective integration among the members as a systemic representation with its own identity that must be built and rebuilt on a daily basis, where a social commitment fluctuates. Consequently, the contribution made by the research is the collective construction of the school mediation route in order to integrate the collective at Pedro Luis Villa Elementary School
When investigating school coexistence from the student's perspective, it meant immersing oneself in the daily experiences within the internal and external social climate in the light of the student's social interaction at I. E. Pedro Luis Villa, a space that allowed the construction and deconstruction of the problem that confronts the internal micro social reality of the relational fabric given by the student-teacher interaction, among peers and the institution's personnel and, external in the family and community interaction. The paradigmatic changes of society have evolved around the definition of school coexistence, marking since the XXI century the peaceful conception. UNESCO makes its contribution through the Delors report, which introduces the four essential pillars: to know, to know, to do and to live together, necessary for the integral formation of man. The concern extends to the national level, through the development of policies and legal regulations that contribute to guide school life through Law 1620 of 2013, through which creates the "National System of School Coexistence and Training for the exercise of Human Rights, education for sexuality and the prevention and mitigation of school violence" in educational institutions. Within this context, the present study has as its general objective: understanding school coexistence in the light of social interactions from the voice of the students at the Pedro Luis Villa Educational Institution. In the State of the Art, we reviewed research related to the categories: school coexistence and social interaction, in order to know the current advances at international, Latin American and national levels. The theoretical construction was based on the contributions of theoretical postulates of Gestalt Theory, System and Holism, Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, and Bandura's Social Theory. The legal basis is based on the Political Constitution of Colombia (1991), General Education Law. Law 115 of February 1994, Law 1098 of 2006, Law 1620 of 2013, and Decrees that regulate the laws. The research design is inserted in the interpretative paradigm, according to Guba & Lincoln (1991), reality is presented in a fragmented way, it is multiple, holistic and built from the cognizing subject; the qualitative approach and the hermeneutic method, represent understanding the school coexistence interpreting the student from the individual to the collective and vice versa. The subjects under study were composed of five key informants and nine students who were part of the focus group for a total of fourteen subjects. The technique used to collect the information was the semi-structured interview and the focus group. In this order of ideas, the moments of operative sequences were established: empirical, hermeneutic and constructive moments. The validity used is the triangulation of data that allowed to relate, value and compare the results with the existing theory in order to interpret and understand the emerging meaning of the students' experiences. The results of the internal social climate in the student-teacher interaction, the reciprocal behavior emerges, the coexistence of different types of pedagogical practices and education in values. In the interaction among peers, bullying emerges as all types of violence, the calvazo as a common type of aggression among students. In addition, the predominant type of violence is physical and verbal. The interaction of the student with other members of the institution emerges, social acceptance and ignorance of administrative procedures, protocols and sanctions established in the coexistence manual. The results of the external social climate, the categories of interaction between family members and interaction with the school, characterized by lack of integration, emerge in the family interaction. In the community interaction, the vulnerable population and the insufficient participation of guardians in the school emerge. Therefore, educational institutions face the challenge of achieving a collective construction and effective communication among community members. School coexistence is influenced by the social interaction among its members. Therefore, a school mediation route is developed as a framework for the promotion and dissemination of the school coexistence system. In the internal social climate, it is concluded that there is a reciprocal response between the student and the teacher, conditioned by the pedagogical model used in the classroom. In the external social climate, the family has social relevance in the integration of the school system. By building a referential framework of mediation, it configures the collective integration among the members as a systemic representation with its own identity that must be built and rebuilt on a daily basis, where a social commitment fluctuates. Consequently, the contribution made by the research is the collective construction of the school mediation route in order to integrate the collective at Pedro Luis Villa Elementary School
Descripción
Palabras clave
Convivencia escolar, Interacción social, Clima social interno y externo, Mediación en la resolución de conflicto, School coexistence, Social interaction, Internal and external social climate, Conflict resolution mediation