Influencia de la violencia generalizada en la convivencia escolar de la institución educativa la Frontera del municipio de Saravena
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Fecha
2023
Autores
Casanova Prato, Mayra
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La convivencia es uno de los aspectos más importantes de las relaciones
sociales. Por esto se busca analizar la influencia de la violencia generalizada en la
convivencia escolar de la institución educativa la Frontera del municipio de Saravena, a
partir de la valoración del fenómeno de la violencia con la aplicación de una encuesta
dirigida a padres de familia, tres docentes y 98 estudiantes; también se estableció la
implementación de las políticas públicas de convivencia y su relación con los
problemas de convivencia en la comunidad educativa La Frontera y se elaboró una
estrategia de convivencia escolar que posibilite mitigar el impacto de la violencia,
expuesta en una cartilla teniendo en cuenta los enfoques: cognitivo, emocional, y
lúdico. La metodología fue descriptiva con un enfoque mixto (Cualitativo y cuantitativo).
En cuanto a los resultados se expone que se aprecia en la dimensión de desidia
docente, los participantes protestan frente a la exclusión que les hacen los docentes,
dado que el 28% señala que estos permiten que los estudiantes más aventajados
acaparen el desarrollo de las lecciones, porque la brecha entre estos y los que
requieren nivelación aumente. Esto fomenta la frustración al observar que cada vez
comprenden menos de los temas que se ven, lo cual puede explicar las conductas
disruptivas, dado que se trata de acciones de exclusión pasiva en las que poco a poco
los estudiantes se convencen de que no son buenos
Coexistence is one of the most important aspects of social relations. For this reason, we seek to analyze the influence of generalized violence on school coexistence in the educational institution La Frontera of the municipality of Saravena, from the assessment of the phenomenon of violence with the application of a survey addressed to parents, three teachers and 98 students; we also established the implementation of public policies of coexistence and its relationship with the problems of coexistence in the educational community La Frontera and a strategy of school coexistence was developed to mitigate the impact of violence, exposed in a booklet taking into account the following approaches: cognitive, emotional and playful: cognitive, emotional, and playful. The methodology was descriptive with a mixed approach (qualitative and quantitative). Regarding the results, it is shown that in the dimension of teacher apathy, the participants protest against the exclusion of teachers, given that 28% say that they allow the more advanced students to monopolize the development of the lessons, because the gap between them and those who require leveling increases. This fosters frustration when observing that they understand less and less of the subjects being seen, which may explain the disruptive behaviors, given that these are actions of passive exclusion in which the students gradually convince themselves that they are not good.
Coexistence is one of the most important aspects of social relations. For this reason, we seek to analyze the influence of generalized violence on school coexistence in the educational institution La Frontera of the municipality of Saravena, from the assessment of the phenomenon of violence with the application of a survey addressed to parents, three teachers and 98 students; we also established the implementation of public policies of coexistence and its relationship with the problems of coexistence in the educational community La Frontera and a strategy of school coexistence was developed to mitigate the impact of violence, exposed in a booklet taking into account the following approaches: cognitive, emotional and playful: cognitive, emotional, and playful. The methodology was descriptive with a mixed approach (qualitative and quantitative). Regarding the results, it is shown that in the dimension of teacher apathy, the participants protest against the exclusion of teachers, given that 28% say that they allow the more advanced students to monopolize the development of the lessons, because the gap between them and those who require leveling increases. This fosters frustration when observing that they understand less and less of the subjects being seen, which may explain the disruptive behaviors, given that these are actions of passive exclusion in which the students gradually convince themselves that they are not good.
Descripción
Palabras clave
Convivencia escolar, Estrategias pedagógicas, Violencia generalizada, Cultura de paz, Políticas de convivencia, School coexistence, Pedagogical strategies, Generalized violence, Culture of peace, Coexistence policies
