Fundamentación conceptual y metodológica para la elaboración de un plan de convivencia escolar en la Institución Educativa Campo de La Cruz, Atlántico
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Fecha
2020
Autores
Sotomonte Rodríguez, Norma Carolina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La convivencia escolar se ha constituido en una importante iniciativa de los gobiernos y organizaciones nacionales e internacionales como el Instituto Colombiano de Bienestar Familiar (ICBF), el Fondo de las Naciones Unidas Para la Infancia (UNICEF), y la Organización de las Naciones Unidas (ONU), entre otros; que han ido generando políticas, normas y protocolos de intervención para tratar de manera integral el fenómeno de la violencia escolar. La Institución Educativa Campo De La Cruz, interesada en realizar un abordaje pedagógico de la convivencia como antídoto de la violencia, y de la forma de ver y abordarla entre los diferentes integrantes de la comunidad educativa, considera que a través de La formulación de la pregunta problema” Cuales serían los elementos metodológicos y conceptuales que necesita la institución educativa Campo de la Cruz” y por supuesto a través de esta investigación se dé el primer paso hacia la transformación de la formación integral de sus educandos, por medio de la Fundamentación Conceptual y Metodológica para la elaboración del Plan de Convivencia Escolar. Se revisaron fuentes provenientes de las bases de datos como el Portal Bibliográfico Dialnet, la Revista Electrónica científica Scielo, Redalyc, la Revista Internacional de Educación para la Justicia Social de la Universidad Autónoma de Madrid (UAM), la Revista Iberoamericana de Educación, la red social académica Research Gate, Revista Virtual Universidad Católica del Norte, entre otros, que aportaron información clave sobre el abordaje pedagógico de la convivencia escolar y la mediación del conflicto. En esta investigación cualitativa de tipo documental, se concluye que es necesario implementar el modelo dialógico de aprendizaje que integre espacios interactivos y de participación igualitaria entre los diferentes miembros de la comunidad educativa, para la co-construcción del Plan de convivencia, y así, promover la inclusión, la prevención de conflictos y la transformación social.
Policies, norms and intervention protocols for the phenomenon of school violence generated by governments and national and international organizations such as the Colombian Institute of Family Welfare (ICBF), the United Nations Children's Fund (UNICEF), and the Organization of the United Nations (UN), among others. Reflection and understanding about school coexistence was fed, selecting some research and articles that pose a questioning stance on the subject, in order to enrich the development of a School Coexistence Plan of the Campo De la Cruz Educational Institution with appropriate content. Recent sources were identified that provided conceptual and methodological elements and innovative positions or studies that could be an important contribution to the development of the School Coexistence Plan. This work assumed the method of documentary research with a descriptive approach, defined more specifically as a literature review study, characterized by a systematic process of search and analysis of academic sources based on established criteria to synthesize trends and profiles of previous studies on a topic. School Coexistence Plan that responds to the characteristics of the Campo de la Cruz Educational Institution (Atlántico), and avoid turning school violence into "an object of the market", leaving aside the philosophical, pedagogical and ethical principles, basic for the development and training of students, with clear policies (principle of associativity) that define parameters related to democracy, inclusion, autonomy, human rights, and basic concepts of coexistence, not only for the assertive management of a conflict, and for the natural development of interactions that promote the formation of an upright and responsible citizen but also as a means of preventing violence.
Policies, norms and intervention protocols for the phenomenon of school violence generated by governments and national and international organizations such as the Colombian Institute of Family Welfare (ICBF), the United Nations Children's Fund (UNICEF), and the Organization of the United Nations (UN), among others. Reflection and understanding about school coexistence was fed, selecting some research and articles that pose a questioning stance on the subject, in order to enrich the development of a School Coexistence Plan of the Campo De la Cruz Educational Institution with appropriate content. Recent sources were identified that provided conceptual and methodological elements and innovative positions or studies that could be an important contribution to the development of the School Coexistence Plan. This work assumed the method of documentary research with a descriptive approach, defined more specifically as a literature review study, characterized by a systematic process of search and analysis of academic sources based on established criteria to synthesize trends and profiles of previous studies on a topic. School Coexistence Plan that responds to the characteristics of the Campo de la Cruz Educational Institution (Atlántico), and avoid turning school violence into "an object of the market", leaving aside the philosophical, pedagogical and ethical principles, basic for the development and training of students, with clear policies (principle of associativity) that define parameters related to democracy, inclusion, autonomy, human rights, and basic concepts of coexistence, not only for the assertive management of a conflict, and for the natural development of interactions that promote the formation of an upright and responsible citizen but also as a means of preventing violence.
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Palabras clave
Convivencia escolar, Aprendizaje dialógico, Violencia, Inclusión, School coexistence, Dialogic learning, Violence, Inclusion