School coexistence: Perceptions of education professionals belonging to the Ñuble region
Vol 9, Issue 4, 2024, Article identifier:
VIEWS - 265 (Abstract) 1295 (PDF)
Abstract
The objective of this study was to describe the perceptions of school coexistence in primary and secondary school teachers from establishments in the Ñuble region. The methodology applied was quantitative, descriptive in nature and transectional in nature. The sample was made up of 51 participants to whom an open-response questionnaire was applied in online format under the Google forms platform. Among the results, it was found that school coexistence is understood as a permanent interaction between the various educational agents associated with values such as respect, empathy, active listening, solidarity, responsibility, understanding of emotions and tolerance. There is a tendency to use a socio-emotional approach over others. While, the documented dimensions are related to curricular pedagogy, organizational-administrative, participatory and conflict management. It is essential to implement tools and strategies to promote interpersonal relationships between the various actors of the institution and thus mitigate or correct problems of this nature.
Keywords
Full Text:
PDFReferences
1. Casassús J. The School and (In)Equality (Spanish). México, Editorial LOM; 2003.
2. Ortiz-Mallegas S, López V, Valdés R, Yáñez-Urbina C. Understanding punitive practices in school coexistence in Chile: Meanings and uses in the voices of its protagonists (Spanish). Revista Electrónica Educare 2023; 27(1): 204-224.
3. Delors J. Education Holds a Treasure (Spanish). Madrid, España: Santillana/UNESCO; 1996.
4. Fierro-Evans C, Carbajal-Padilla P. School coexistence: A review of the concept (Spanish). Psicoperspectivas 2019; 18(1): 1-14. doi: 10.5027/psicoperspectivas-vol18-issue1-fulltext-1486
5. Ministerio de Educación (MINEDUC). School Coexistence (Spanish). Gobierno de Chile; 2019.
6. Asociación Británica de Investigación Educativa [BREA]. Available online: https://www.bera.ac.uk/publication/guia-etica-para-la-investigacion-educativa-cuarta-edicion-2018 (accessed on 28 November 2023).
7. Muga HL. School coexistence, from the student’s perspective. Review of the concept (Spanish). LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 2023; 4(2): 6210-6225. doi: 10.56712/latam.v1i1.1044
8. Pinzón Guevara JA. School coexistence in Latin America: A literature review of the main study approaches (2019-2023) (Spanish).
9. Ministerio de Educación (MINEDUC). Law Number 20.536. On School Violence (Spanish). Gobierno de Chile; 2011.
10. Valdivieso P, González P, Toledo F, Leyton I. School coexistence from the chilean educational policy, a purpose of education (Spanish)? Revista Enfoques Educacionales 2017; 14(1): 89-110. doi: 10.5354/0717-3229.2017.58732
11. Toledo F. Conceptions of Violence in the School Community Present in Chile In Public Policies and Specialized Literature in the New Millennium (Spanish) [Master’s thesis]. Universidad de Chile, Santiago, Chile; 2018.
12. Ministerio de Educación (MINEDUC). National Policy on School Coexistence: Towards A Quality Education for All (Spanish). Gobierno de Chile; 2002.
13. Ministerio de Educación (MINEDUC). Preferential School Subsidy Law (Spanish). Gobierno de Chile, Ministerio de Educación; 2008.
14. Real Academia Española. Available online: https://dle.rae.es/convivir (accessed on 28 November 2023).
15. Echegaray CD, Expósito CD. The paradigm of coexistence in school management: educational policies and legal framework. Blank spaces (Spanish). Serie indagaciones 2021; 31(1): 51-66. doi: 10.37177/unicen/eb31-287
16. Álvarez B, Ferral M. The school and the challenges of the current social reality. Conflicts and institutional symbolic framework (Spanish). Available online: https://www.aacademica.org/000-044/3 (accessed on 28 November 2023).
17. Varela-Garay RM, Ávila EM, Martínez B. School violence: an analysis from different contexts of interaction (Spanish). Psychosocial Intervention 2013; 22(1) 25-32. doi: 10.5093/in2013a4
18. Mora LM, Navarro MP, Higuera X. Incidence of school discrimination in the coexistence of the students of the educational institution. Revista Repique 2023; 5(1).
19. Gomas RA, Martins AM. Conflicts and indiscipline in the school context: The regulation of the school protection system in São Paulo (Spanish). Ensayo, Fundación Cesgranrio 2016; 24: 161-178. doi: 10.1590/s0104-40362016000100007
20. Yao Z, Enrigh R. The relationship between social interaction with adults and conflict coping strategies in the school context (Spanish). International Journal of Educational Psychology 2017; 6(2): 97-119. doi: 10.17583/ijep.2017.2584
21. Fariña F, Novo M, Seijo D, Arce R. Design and validation of the interpersonal conflict resolution scale (MERCI) for adolescents, Bordon. Revista de Pedagogía 2021; 74(4): 11-26. doi: 10.13042/bordon.2021.90037
22. Quintero I. Conflict management and school mediation in students of the Bachelor of Science in Education as tools for the development of a culture of peace (Spanish). Conrado 2020; 16(72): 123-130.
23. García-Raga L, Bo RM, Boqué MC. Perception of secondary school students on school mediation in Castellón and Valencia (Spanish). Revista Complutense de Educación 2017; 28(2): 537-554. doi: 10.5209/rev_rced.2017.v28.n2.49581
24. García-Raga L, Bo RM, Mondragón-Lasagabaster J. Meaning and sense of school mediation based on high school mediators’ views (Spanish). REOP-Revista Española de Orientación y Psicopedagogía 2018; 29(3): 79-93. doi: 10.5944/reop.vol.29.num.3.2018.23322
25. Moore CW. The Mediation Process: Practical Strategies for Resolving Conflict, 4th ed. John Wiley and Sons; 2014. p. 704.
26. Pulido EG, Cudris L, Tirado MM. Jiménez LK. Conflict mediation and school violence: Intervention results through a quasi-experimental study (Spanish). REOP-Revista Española de Orientación y Psicopedagogía 2020; 31(3): 45-63. doi: 10.5944/reop.vol.31.num.3.2020.29261
27. Mideplan 2022. CASEN 2022. Encuesta de Caracterización Socioeconómica Nacional. Available online: http://observatorio.ministeriodesarrollosocial. gob.cl/layout/doc/casen/RESULTADOS_CASEN_2009.pdf (accessed on 28 November 2023).
28. Ministerio de Educación (MINEDUC). School Inclusion Law (Spanish). Gobierno de Chile, Ministerio de Educación; 2015
29. Ministerio de Educación (MINEDUC). School Coexistence Policy 2015/2018 (Spanish). Gobierno de Chile, Ministerio de Educación; 2015
30. Sandoval MM. Coexistence and school climate: Keys to knowledge management (Spanish). Última década 2019; 22(41): 153-178.
31. Macas MEC, Morocho MAR, Caamaño TJL, Ibáñez HRC. Psycho-pedagogical strategy for school coexistence that contributes to the improvement of school climate in 8th grade (Spanish). Polo de Capacitación, Investigación y Publicación (POCAIP) 2023; 8(3): 413-437.
32. Tejeda JI, Aguilar AM. Student and elementary school teachers’ perceptions of school coexistence: A systematic review. Latin science (Spanish). Revista científica multidisciplinar 2023; 7(3): 3969-3984. doi: 10.37811/cl_rcm.v7i3.6456
33. Rayón L, de las Heras AM, Bañares E. Social inequality as exclusion in a rural school (Spanish). Etnografía y Educación 2023; 18(1): 57-74. doi: 10.1080/17457823.2022.2103838
34. Cea P, García L, Nail O, y Paredes D. Participative management in managers for the approach of school coexistence in municipalized educational institutions (Spanish). Revista Iberoamericana de Educación 2018; 76(2): 153-184. doi: 10.35362/rie7623039
35. Cisternas Muñoz R. Management as a process to improve school coexistence. Experience of an educational center in the new region of Ñuble (Spanish). Revista Panamericana de Pedagogía 2023; 36: 180-197. doi: 10.21555/rpp.vi36.2886
36. Flick U. Introduction to Qualitative Research (Spanish), 2nd ed. Madrid, España; 2007. p. 322.
37. San Martín D. Grounded theory and Atlas.ti: Methodological resources for educational research (Spanish). Revista Electrónica de Investigación Educativa 2014; 16(1): 104-122.
38. Bolaños E. A social-emotional education (Spanish). Controversias & Concurrencias Latinoamericanas 2020; 11(20): 388-408.
39. Manríquez MS. Coexistence and school climate: Keys to knowledge management (Spanish). Ultima Década 2014; 22(41): 153-178. doi: 10.4067/s0718-22362014000200007
40. Ramírez G, Sanabria A, Zavala A, Sea F. Education for citizenship and democracy: The balance of power (Spanish). Iustitia Sociales 2020; 4(4):1-19.
41. Galtung J. Peace by Peaceful Means. Peace and Conflict. Development and Civilization. Sage; 1993.
42. Acosta VR. Education for human rights. A necessary study (Spanish). Estudios de desarrollo social: Cuba y América Latina 2018; 9(2): 160-177
43. Onetto F. Educational coexistence: Open thematic deployment in the Ibero-American Subregional Forum (Spanish). Available online: http://www.oei.es/valores2/monografias/monog rafia02/reflexion01.htm (accessed on 28 November 2023).
44. Leiva JJ. Intercultural education and coexistence from a teacher’s perspective (Spanish). Revista de Curriculum y Formación del Profesorado 2010; 14(3): 251-274.
45. Rodino AM. The institutionalization of human rights education in Latin America: Progress, challenges and a proposal of priorities (Spanish). Sociedade e Cultura 2013; 16(2): 257-274. doi: 10.5216/sec.v16i2.32183
46. Aravena F, Ramirez J, Escare K. Actions in school coexistence of school management teams and school leaders in Chile what? With whom? And where (Spanish)? Perspectiva Educacional. Formación de Profesores 2020; 59(2): 45-65. doi: 10.4151/07189729-vol.59-iss.2-art.1045
47. Valdés L, Tocornal PV, Olguín C. Challenges to initial teacher training in school coexistence (Spanish). Estudios Pedagógicos 2020; 46(1): 1-6.
48. Gaete A, Gómez V, Bascopé M. What do teachers ask of initial teacher training in Chile (Spanish)? Temas de la Agenda Pública 2016; 11(86): 1-18.
49. Morales M, López V. School coexistence policies in Latin America: Four perspectives of understanding and action (Spanish). Archivos Analíticos de Políticas Educativas 2019; 27(5): 1-28. doi: 10.14507/epaa.27.3800
DOI: https://doi.org/10.54517/esp.v9i4.2168
(265 Abstract Views, 1295 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Yasna Anabalón Anabalón, Marcela Concha Toro, Nelly Lagos San Martín, Carlos Ossa Cornejo, Emmanuel Vega Román
License URL: https://creativecommons.org/licenses/by/4.0/