Reflexiones pedagógicas de reconciliación en el marco de la convivencia escolar

Abstract

Based on the educational reality found in the John F. Kennedy School in San Juanito, Meta (Colombia), the aim is to reflect on some pedagogical practices in the school, which contribute to generating healthy school environments and which involve more members of the educational community, empowering them as protagonists and builders of a culture of peace in the school; which design strategies and protocols for the peaceful resolution of conflicts and reconciliation between the protagonists of the educational act. The research assumes a hermeneutic approach, with the aim of interpreting the experiences of teachers, students and parents in the eighth year of the chosen educational institution, around the episodes of harassment and verbal aggression between schoolchildren and the possibilities they have used to resolve and tackle them. The methodological design is qualitative, as the main interest is to interpret and understand the particularities of the subjects from a single specific school context; the methodological entry is a single case study of an inclusive type (Stake,1999), as three different units of analysis are identified (teachers, students and parents) within a single observed context. The research presents a methodological design organised in three stages: in the first stage, a documentary review of the Student Observer for the academic years 2017, 2018 and 2019 is carried out, together with the analysis of scientific articles and texts relevant to the chosen field of research and an unstructured observation process during the classes with the eighth grade; the second stage, in which the field work is developed in order to collect the information and the third stage, where the data analysis, triangulation and interpretation is carried out.