La vivencia intersubjetiva del orientador escolar en la prevención de las diferentes expresiones de violencia al interior de las Instituciones educativas oficiales del Municipio de Sahagún Córdoba
Cargando...
Fecha
2025
Autores
Soto de la Espriella, Sunilda María
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
El estudio revela el reconocimiento de la necesidad de que los orientadores escolares sean también apoyados emocionalmente y recibiendo formación continuada muy específica. La complejidad emocional de su propio trabajo es tal que necesitan atender situaciones familiares muy difíciles, mediar en conflictos y realizar la gestión de las dinámicas de la convivencia escolar. Para llevar a cabo estas acciones el orientador escolar necesita saber ejercer competencias emocionales sólidas y una estrategia de autocuidado profesional. Se establece de forma clara que el orientador escolar, aunque no sea un psicólogo, sí que ha de saber desarrollar competencias que abarquen la percepción clínica, de forma que logre detectar y gestionar situaciones de complejidad emocional entre los y las estudiantes. La tesis presentada también es una profunda reflexión en relación con los valores que sustentan el papel del orientador escolar. La humanidad, la trascendencia y el compromiso social son valores que emergen como guía como de la práctica cotidiana de estos profesionales. Para los orientadores escolares, el hecho de hacer lo que hacen no es solo un deber profesional, sino que constituyen una misión social muy importante, que hace que su trabajo contribuya en mucho al bienestar
emocional y social de los y las estudiantes y a la construcción de una cultura escolar más humana y pacífica.
En el proceso de análisis fenomenológico, se incluye matrices de referencia, un mapa ramificado de la secuencia de palabras significativas y una "nube de palabras", estas dos últimas elaborada a través de ATLAS.ti y que corroboró el predominio de algunas emociones, afectos y sentimientos en las narrativas de los orientadores, reafirmando el matiz crítico de estas dimensiones afectivas en su labor diaria. Vistas las recomendaciones, la investigación exponen un conjunto que deben llevarse a cabo para mejorar la eficacia y sostenibilidad en cuanto a acciones de la práctica del orientador escolar; entre ellas : optimizar la práctica del trabajo interdisciplinar e interinstitucional, promover la participación activa de las familias, extender la formación continua en temas sensibles como son la mediación y la resolución de conflictos, asegurar la sostenibilidad y la continuidad de las acciones preventivas y llevarlas a cabo con un sentido de reconocimiento institucional y social de la importancia de la dimensión emocional y afectiva del orientador. Finalmente, la tesis subraya la importancia vital de las emociones y de la intersubjetividad en la prevención de la violencia escolar. Se argumenta que los orientadores, al gestionar sus emociones y sus relaciones con el alumnado, marcan una huella en la convivencia escolar y un impacto del sentido del tiempo de larga duración. La investigación sostiene que el reconocimiento explícito y la gestión de la dimensión emocional del orientador son esenciales para facilitar contextos educativos saludables, sostenibles e inclusivos.
En resumidas cuentas, la tesis representa una aportación muy importante teórica y práctica en el ámbito educativo y psicológico al plantear la prevención de la violencia escolar desde una perspectiva emocional, ética e intersubjetiva. Sus descubrimientos aportan recomendaciones y se convierten en una buena referencia para futuras intervenciones educativas, así como un marco referencial ampliamente considerado para estudios posteriores en contextos educativos.
The study reveals the recognition of the need for school counselors to also be emotionally supported and receive very specific continuous training. The emotional complexity of their own work is such that they need to attend to very difficult family situations, mediate in conflicts and manage the dynamics of school coexistence. To carry out these actions, the school counselor needs to know how to exercise solid emotional competencies and a professional self-care strategy. It is clearly established that the school counselor, even if he is not a psychologist, must know how to develop competencies that encompass clinical perception, so that he or she can detect and manage situations of emotional complexity among students. The thesis presented is also a deep reflection in relation to the values that sustain the role of the school counselor. Humanity, transcendence and social commitment are values that emerge as a guide as well as from the daily practice of these professionals. For school counselors, doing what they do is not only a professional duty, but also a very important social mission, which makes their work contribute greatly to the emotional and social well-being of students and to the construction of a more humane and peaceful school culture. In the process of phenomenological analysis, reference matrices, a branched map of the sequence of significant words and a "word cloud" are included, the latter two elaborated through ATLAS.ti and which corroborated the predominance of some emotions, affections and feelings in the narratives of the counselors, reaffirming the critical nuance of these affective dimensions in their daily work. In view of the recommendations, the research sets out a set that must be carried out to improve the effectiveness and sustainability of the school counselor's practice in terms of actions; Among them: optimizing the practice of interdisciplinary and inter-institutional work, promoting the active participation of families, extending continuous training in sensitive issues such as mediation and conflict resolution, ensuring the sustainability and continuity of preventive actions and carrying them out with a sense of institutional and social recognition of the importance of the emotional and affective dimension of the counselor. Finally, the thesis underlines the vital importance of emotions and intersubjectivity in the prevention of school violence. It is argued that counsellors, by managing their emotions and their relationships with students, leave a mark on school coexistence and a long-term impact on the sense of time. The research argues that explicit recognition and management of the emotional dimension of the counselor are essential to facilitate healthy, sustainable, and inclusive educational contexts. In summary, the thesis represents a very important theoretical and practical contribution in the educational and psychological field by proposing the prevention of school violence from an emotional, ethical and intersubjective perspective. Their findings provide recommendations and become a good reference for future educational interventions, as well as a widely considered framework for further studies in educational contexts.
The study reveals the recognition of the need for school counselors to also be emotionally supported and receive very specific continuous training. The emotional complexity of their own work is such that they need to attend to very difficult family situations, mediate in conflicts and manage the dynamics of school coexistence. To carry out these actions, the school counselor needs to know how to exercise solid emotional competencies and a professional self-care strategy. It is clearly established that the school counselor, even if he is not a psychologist, must know how to develop competencies that encompass clinical perception, so that he or she can detect and manage situations of emotional complexity among students. The thesis presented is also a deep reflection in relation to the values that sustain the role of the school counselor. Humanity, transcendence and social commitment are values that emerge as a guide as well as from the daily practice of these professionals. For school counselors, doing what they do is not only a professional duty, but also a very important social mission, which makes their work contribute greatly to the emotional and social well-being of students and to the construction of a more humane and peaceful school culture. In the process of phenomenological analysis, reference matrices, a branched map of the sequence of significant words and a "word cloud" are included, the latter two elaborated through ATLAS.ti and which corroborated the predominance of some emotions, affections and feelings in the narratives of the counselors, reaffirming the critical nuance of these affective dimensions in their daily work. In view of the recommendations, the research sets out a set that must be carried out to improve the effectiveness and sustainability of the school counselor's practice in terms of actions; Among them: optimizing the practice of interdisciplinary and inter-institutional work, promoting the active participation of families, extending continuous training in sensitive issues such as mediation and conflict resolution, ensuring the sustainability and continuity of preventive actions and carrying them out with a sense of institutional and social recognition of the importance of the emotional and affective dimension of the counselor. Finally, the thesis underlines the vital importance of emotions and intersubjectivity in the prevention of school violence. It is argued that counsellors, by managing their emotions and their relationships with students, leave a mark on school coexistence and a long-term impact on the sense of time. The research argues that explicit recognition and management of the emotional dimension of the counselor are essential to facilitate healthy, sustainable, and inclusive educational contexts. In summary, the thesis represents a very important theoretical and practical contribution in the educational and psychological field by proposing the prevention of school violence from an emotional, ethical and intersubjective perspective. Their findings provide recommendations and become a good reference for future educational interventions, as well as a widely considered framework for further studies in educational contexts.
Descripción
Palabras clave
Vivencia intersubjetiva, Acciones colectivas, Interdisciplinariedad, Salud mental, Prevención de las expresiones de violencia escolar
