Disciplina Escolar: Aportes didácticos a docentes desde Orientación Escolar, en la Básica Primaria del Colegio Simón Bolívar, Cúcuta
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Fecha
2021
Autores
Solarte Rodríguez, Marisol
Arias Ortiz, Cristian Eduardo
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Analizar las estrategias didácticas de los docentes y los comportamientos disciplinarios que afectan el ambiente escolar en la básica primaria del Colegio Simón Bolívar, aportando desde orientación escolar recomendaciones que propicien un mejoramiento en la disciplina. Metodología: La investigación se sitúa en el paradigma interpretativo, con enfoque cualitativo, diseño no experimental, de alcance descriptivo. La población corresponde a todos los docentes de la básica primaria, compuesta por 36 docentes de básica primaria. Las técnicas de recolección de información son el cuestionario y entrevista semiestructurada; la primera recolección fue explorando información respecto a comportamientos disciplinarios apoyada en el cuestionario y a partir de los resultados se profundiza con la entrevista semiestructurada a 6 docentes como informantes claves, con quienes se ahonda sobre las estrategias didácticas utilizadas para mitigar la disciplina. El análisis de los datos se realizó a través de la categorización y codificación de unidades de análisis. Resultados: Se logró determinar que los comportamientos de disciplina más frecuentes están relacionados con las agresiones verbales, seguidas de las agresiones físicas, que los docentes consideran que se debe a la personalidad del estudiante y que invierten hasta un 60% de tiempo en el aula, atendiendo situaciones de disciplina y conflictos. Encontrando que las estrategias didácticas que favorecen el ambiente escolar usadas por los docentes son las de aprendizaje interactivo y colaborativo, las lúdicas. Implementando la escucha activa y el diálogo con sus estudiantes, cultura de paz y no violencia y la transversalización de los valores éticos. Conclusiones: Los comportamientos y estrategias didácticas reportadas en el proceso investigativos por los docentes guardan relación con las concepciones personales sobre la disciplina e indisciplina, prima la experiencia en la formas de atención a las situaciones disciplinarias por parte de los docentes que la implementación de procesos instaurados institucionalmente; los que conlleva a develar la necesidad de incorporar y comprender las características del contexto, de los estudiantes y docentes a la hora de establecer estrategias disciplinarias
To analyze the didactic strategies of teachers and the disciplinary behaviors that affect the school environment in the elementary school of Colegio Simón Bolívar, providing recommendations from school orientation that promote an improvement in discipline. Methodology: The research is situated in the interpretative paradigm, with qualitative approach, non-experimental design, descriptive scope. The population corresponds to all elementary school teachers, composed of 36 elementary school teachers. The data collection techniques are the questionnaire and semi-structured interview; the first collection was exploring information regarding disciplinary behaviors supported by the questionnaire and based on the results, the semi-structured interview with 6 teachers as key informants, with whom the didactic strategies used to mitigate discipline were studied in depth. The data analysis was carried out through the categorization and codification of analysis units. Results: It was determined that the most frequent disciplinary behaviors are related to verbal aggressions, followed by physical aggressions, that teachers consider that this is due to the student's personality and that they spend up to 60% of their time in the classroom dealing with disciplinary situations and conflicts. We found that the didactic strategies that favor the school environment used by teachers are those of interactive and collaborative learning, games. Implementing active listening and dialogue with their students, culture of peace and non-violence and the transversalization of ethical values. Conclusions: The behaviors and didactic strategies reported in the research process by the teachers are related to personal conceptions about discipline and indiscipline, the experience in the forms of attention to disciplinary situations by the teachers is more important than the implementation of institutionally established processes; which leads to reveal the need to incorporate and understand the characteristics of the context, students and teachers
To analyze the didactic strategies of teachers and the disciplinary behaviors that affect the school environment in the elementary school of Colegio Simón Bolívar, providing recommendations from school orientation that promote an improvement in discipline. Methodology: The research is situated in the interpretative paradigm, with qualitative approach, non-experimental design, descriptive scope. The population corresponds to all elementary school teachers, composed of 36 elementary school teachers. The data collection techniques are the questionnaire and semi-structured interview; the first collection was exploring information regarding disciplinary behaviors supported by the questionnaire and based on the results, the semi-structured interview with 6 teachers as key informants, with whom the didactic strategies used to mitigate discipline were studied in depth. The data analysis was carried out through the categorization and codification of analysis units. Results: It was determined that the most frequent disciplinary behaviors are related to verbal aggressions, followed by physical aggressions, that teachers consider that this is due to the student's personality and that they spend up to 60% of their time in the classroom dealing with disciplinary situations and conflicts. We found that the didactic strategies that favor the school environment used by teachers are those of interactive and collaborative learning, games. Implementing active listening and dialogue with their students, culture of peace and non-violence and the transversalization of ethical values. Conclusions: The behaviors and didactic strategies reported in the research process by the teachers are related to personal conceptions about discipline and indiscipline, the experience in the forms of attention to disciplinary situations by the teachers is more important than the implementation of institutionally established processes; which leads to reveal the need to incorporate and understand the characteristics of the context, students and teachers
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Palabras clave
Ambiente escolar, Autoridad docente, Relación docente-estudiante, Estrategias didácticas, Orientación escolar, School environment, teacher authority, Teacher-student relationship, Didactic strategies, School guidance
