Convivencia escolar desde el cuidado del ser humano: una propuesta educativa
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Fecha
2024
Autores
Luligo Espinal, Jenna Samara
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La convivencia escolar y el cuidado del ser humano son pilares fundamentales en el ámbito educativo. Sin embargo, el contexto nacional enfrenta desafíos importantes, como la violencia y los conflictos interpersonales en el entorno escolar, que afectan tanto el rendimiento académico como la salud emocional de los estudiantes. A nivel global, uno de cada tres estudiantes experimenta algún tipo de agresión, lo que subraya la necesidad urgente de abordar estos problemas en el ámbito escolar. Esta investigación se centra en construir una propuesta educativa que promueva la convivencia y el cuidado del ser humano, desde una perspectiva crítica, dialógica, humanista y sistémica.
En el contexto nacional y en diversas instituciones educativas, suelen presentarse entornos conflictivos que crean climas de aprendizaje poco favorables. Esta propuesta surge en respuesta a dichos desafíos, fundamentada en dos categorías de estudio centrales: el cuidado del ser humano y la convivencia escolar. Enmarcada en el paradigma sociocrítico y adoptando un enfoque cualitativo de Investigación Acción Educativa (IAE), la investigación se orienta a explorar y transformar la realidad escolar mediante la participación activa de los actores educativos. Este proceso colaborativo permite la construcción de soluciones reales y contextualizadas, con el potencial de generar un impacto positivo en el entorno escolar.
El estudio se realizó en una institución educativa pública, con la participación de docentes, estudiantes y acudientes, especialmente madres de familia. Para la recolección de datos, se emplearon diversas técnicas, como entrevistas en profundidad, conversatorios, grupos focales, observación participante, así como talleres autorreflexivos y vivenciales, logrando así una visión integral de la realidad escolar.
El rigor metodológico fue asegurado mediante la constante legitimación de los datos por parte de los coinvestigadores, a través de devoluciones sistemáticas al finalizar cada etapa del proceso. Esta estrategia promovió el diálogo entre el conocimiento científico y los saberes locales, incentivando tanto la autorreflexión como la reflexión en la acción. Además, los instrumentos utilizados fueron validados por jueces expertos mediante fichas de evaluación, y la triangulación de datos garantizó la confiabilidad de los hallazgos. Para el análisis y sistematización de la información, se empleó el software Atlas.ti 24, que facilitó la codificación abierta, axial y selectiva basada en la teoría fundamentada, permitiendo extraer conclusiones significativas sobre las dinámicas de convivencia en el contexto escolar.
Se implementaron medidas éticas para proteger los derechos de los participantes, asegurando la confidencialidad de la información mediante el uso de consentimiento informado y la voluntariedad en la participación en todas las fases de la investigación. Este enfoque ético permitió que todos los participantes pudieran involucrarse plenamente en el estudio, confiando en la seguridad de los datos recabados.
En conclusión, este proceso participativo y de construcción colectiva de una propuesta educativa centrada en el cuidado del ser humano y la convivencia escolar permitió a los actores educativos reflexionar críticamente sobre sus concepciones y percepciones. Se identificaron dinámicas en el aula que afectan la convivencia, tales como las conductas disruptivas y las relaciones conflictivas, así como la necesidad de fortalecer la gestión del aula por parte de los docentes y de promover la corresponsabilidad de los actores, especialmente de los acudientes, en el proceso formativo de los estudiantes. Asimismo, el estudio incluyó una aproximación a las interacciones que ocurren en redes sociales y su influencia en la convivencia.
Finalmente, la participación conjunta de docentes, estudiantes y acudientes permitió identificar cinco categorías emergentes: comprensión del contexto, corresponsabilidad, gestión emocional, normas disciplinarias y gestión del aula. Estos elementos sirvieron como base para la construcción de la propuesta educativa, orientada a promover la convivencia centrada en el cuidado del ser humano, con el potencial de transformar positivamente el clima escolar en la Institución Educativa Pedro Pablo Bello, en el municipio de La Virginia, Risaralda, Colombia.
School coexistence and care of the Being are essential pillars in the educational domain. However, the national context faces significant challenges, such as violence and interpersonal conflicts within the school environment, which impact both students' academic performance and emotional well-being. Globally, one in three students experiences some form of aggression, underscoring the urgent need to address these issues within schools. This research focuses on building an educational proposal that promotes coexistence and the care for the human being from a critical, dialogic, humanistic, and systemic perspective. In the national context and across various educational institutions, challenging environments often create unfavorable learning climates. This proposal emerges in response to such challenges, based on two central categories of study: care of the Being and school coexistence. Framed within the sociocritical paradigm and adopting a qualitative approach of Educational Action Research (EAR), the study seeks to explore and transform school realities through the active participation of educational actors. This collaborative process enables the construction of real and context-specific solutions, with the potential to positively impact the school environment. The study was conducted in a public educational institution, with the participation of teachers, students, and caregivers, especially mothers. Various techniques were employed for data collection, such as in-depth interviews, dialogue circles, focus groups, participant observation, as well as self-reflective and experiential workshops, achieving a comprehensive view of the school reality. Methodological rigor was ensured through the consistent validation of data by co- investigators, via systematic feedback at the end of each stage of the process. This strategy fostered dialogue between scientific knowledge and local insights, encouraging both self-reflection and reflection in action. Additionally, the instruments used were validated by expert judges through evaluation sheets, and data triangulation ensured the reliability of the findings. For data analysis and systematization, Atlas.ti 24 software was used, facilitating open, axial, and selective coding based on grounded theory, allowing for meaningful conclusions about school coexistence dynamics. Ethical measures were implemented to protect participants' rights, ensuring information confidentiality through the use of informed consent and voluntary participation in all phases of the research. This ethical approach allowed full engagement from all participants, who trusted the security of the collected data. In conclusion, this participatory and collective construction process of an educational proposal centered on the care for the human being and school coexistence enabled educational actors to critically reflect on their conceptions and perceptions. Classroom dynamics that affect coexistence were identified, such as disruptive behaviors and conflictual relationships, as well as the need to strengthen classroom management by teachers and promote shared responsibility among actors, especially caregivers, in the students’ formative process. The study also included an exploration of interactions occurring on social networks and their influence on coexistence. Finally, the joint participation of teachers, students, and caregivers enabled the identification of five emerging categories: context understanding, shared responsibility, emotional management, disciplinary norms, and classroom management. These elements served as the foundation for building an educational proposal aimed at fostering coexistence centered on the care for the human being, with the potential to positively transform the school climate at Pedro Pablo Bello Educational Institution in La Virginia, Risaralda, Colombia.
School coexistence and care of the Being are essential pillars in the educational domain. However, the national context faces significant challenges, such as violence and interpersonal conflicts within the school environment, which impact both students' academic performance and emotional well-being. Globally, one in three students experiences some form of aggression, underscoring the urgent need to address these issues within schools. This research focuses on building an educational proposal that promotes coexistence and the care for the human being from a critical, dialogic, humanistic, and systemic perspective. In the national context and across various educational institutions, challenging environments often create unfavorable learning climates. This proposal emerges in response to such challenges, based on two central categories of study: care of the Being and school coexistence. Framed within the sociocritical paradigm and adopting a qualitative approach of Educational Action Research (EAR), the study seeks to explore and transform school realities through the active participation of educational actors. This collaborative process enables the construction of real and context-specific solutions, with the potential to positively impact the school environment. The study was conducted in a public educational institution, with the participation of teachers, students, and caregivers, especially mothers. Various techniques were employed for data collection, such as in-depth interviews, dialogue circles, focus groups, participant observation, as well as self-reflective and experiential workshops, achieving a comprehensive view of the school reality. Methodological rigor was ensured through the consistent validation of data by co- investigators, via systematic feedback at the end of each stage of the process. This strategy fostered dialogue between scientific knowledge and local insights, encouraging both self-reflection and reflection in action. Additionally, the instruments used were validated by expert judges through evaluation sheets, and data triangulation ensured the reliability of the findings. For data analysis and systematization, Atlas.ti 24 software was used, facilitating open, axial, and selective coding based on grounded theory, allowing for meaningful conclusions about school coexistence dynamics. Ethical measures were implemented to protect participants' rights, ensuring information confidentiality through the use of informed consent and voluntary participation in all phases of the research. This ethical approach allowed full engagement from all participants, who trusted the security of the collected data. In conclusion, this participatory and collective construction process of an educational proposal centered on the care for the human being and school coexistence enabled educational actors to critically reflect on their conceptions and perceptions. Classroom dynamics that affect coexistence were identified, such as disruptive behaviors and conflictual relationships, as well as the need to strengthen classroom management by teachers and promote shared responsibility among actors, especially caregivers, in the students’ formative process. The study also included an exploration of interactions occurring on social networks and their influence on coexistence. Finally, the joint participation of teachers, students, and caregivers enabled the identification of five emerging categories: context understanding, shared responsibility, emotional management, disciplinary norms, and classroom management. These elements served as the foundation for building an educational proposal aimed at fostering coexistence centered on the care for the human being, with the potential to positively transform the school climate at Pedro Pablo Bello Educational Institution in La Virginia, Risaralda, Colombia.
Descripción
Palabras clave
Convivencia escolar, Cuidado del ser humano, Investigación Acción Educativa (IAE), Gestión emocional, Gestión de aula
