Convivencia escolar resiliente y desarrollo humano: una mirada desde sus actores
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Fecha
2022
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Convivencia escolar resiliente y desarrollo Humano: una mirada desde sus
actores, es un estudio investigativo que presenta una propuesta que pretende contribuir
a mejorar las situaciones de convivencia que se presenta en una institución educativa
rural, catalogada como víctima del conflicto, desde características asociadas a la
Resiliencia. Para ello, se describieron las principales formas de conflicto entre los actores
educativos desde sus voces, ciclo que permitió la caracterización de los saberes
epistemológicos, teóricos, metodológicos y pedagógicos que soportan las acciones
establecidas, en coherencia con las condiciones socio-culturales del contexto, donde
emergieron, desde una propuesta colectiva los Laboratorios Creativos en ambientes
híbridos para potenciar la Ecoconvivencia a través de la Resiliencia Planetaria como
Escenario de Desarrollo Humano.
En coherencia con el objetivo, se utilizó como metodología el paradigma
epistemológico sociocrítico, la investigación cualitativa y el enfoque Investigación
Acción Educativa (IAE). De esta misma manera, el estudio investigativo cobra validez,
toda vez que se generaron espacios en donde las acciones direccionadas desde una
creatividad paradójica propenden por la Ecoconvivencia a partir de una Resiliencia
Planetaria, convirtiéndose en alternativas que emergen de los actores a partir de ejes
integradores que dinamiza las relaciones interpersonales consigo mismo, con el otro y
con el medio ambiente.
Summary Resilient School Coexistence and Human Development: a look from its actors, is a research study that presents a proposal that aims to contribute to improving the situations that affect coexistence that occurs in a Rural Educational Institution, cataloged as a victim of the conflict, from characteristics associated with Resilience. To this end, the main forms of conflict between the educational actors from their voices were characterized, cycle that allowed the characterization of epistemological, theoretical, methodologicalandpedagogical knowledgethat support theestablishedactions, in coherence with the socio-cultural conditions of the context, where creative laboratories emerged, from a collective proposal in hybrid environments to enhance Ecococoexistence through Resilience Planetary as Human Development Scenario. In coherence with the objective, the epistemological paradigm is used as a methodology sociocritical, the research qualitative and the focus Educational Action Research (IAE). In this same way, the study investigative becomes valid, since spaces were generated where actions directed from a paradoxical creativity tend by the Eco-coexistence to split of one Resilience Planetary, becoming alternatives that emerge from the actors from integrating axes that dynamize interpersonal relationships with oneself, with the other and with the environment.
Summary Resilient School Coexistence and Human Development: a look from its actors, is a research study that presents a proposal that aims to contribute to improving the situations that affect coexistence that occurs in a Rural Educational Institution, cataloged as a victim of the conflict, from characteristics associated with Resilience. To this end, the main forms of conflict between the educational actors from their voices were characterized, cycle that allowed the characterization of epistemological, theoretical, methodologicalandpedagogical knowledgethat support theestablishedactions, in coherence with the socio-cultural conditions of the context, where creative laboratories emerged, from a collective proposal in hybrid environments to enhance Ecococoexistence through Resilience Planetary as Human Development Scenario. In coherence with the objective, the epistemological paradigm is used as a methodology sociocritical, the research qualitative and the focus Educational Action Research (IAE). In this same way, the study investigative becomes valid, since spaces were generated where actions directed from a paradoxical creativity tend by the Eco-coexistence to split of one Resilience Planetary, becoming alternatives that emerge from the actors from integrating axes that dynamize interpersonal relationships with oneself, with the other and with the environment.
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Palabras clave
Convivencia escolar, Resiliencia, Desarrollo humano, School coexistence, Resilience, Human development