Suchergebnisse

Objective. The main objective of this study is to design a virtual literary gathering strategy to improve school coexistence at the Mallaritos Educational Institution, responding to a problem of the population under study. Methods. A non-experimental design was used for this research, which was applied in a cross-sectional manner. A questionnaire with 22 items divided into four dimensions was also applied: interpersonal relationships, democratic discipline, relationship with the context and cyberbehavior, applied to a sample of 43 students in the fourth grade of high school. The validity of the instruments was assessed under three aspects: criterion validity, construct validity and content validity determined through the judgment of experts. These experts rated the pertinence and relevance of the instrument. Reliability was measured through Cronbach's and McDonald's test, where 0.952 was obtained in both results. Results. The findings were unfavorable in terms of the variable under study, the low and medium levels of 30% and 42%, respectively, were obtained, which is why the proposed objective. Conclusions. It is concluded that it is necessary to apply a virtual literary gathering strategy that allows the improvement of school coexistence in this institution because it is necessary for learning in a collaborative environment. ; Objetivo. El objetivo principal del presente estudio es diseñar la estrategia de tertulia literaria virtual para mejorar la convivencia escolar de la Institución Educativa Mallaritos, respondiendo a una problemática de la población en estudio. Métodos. Para esta investigación se utilizó el diseño no experimental que se aplicó de manera transversal. Así mismo se aplicó un cuestionario con 22 ítems dividido en cuatro dimensiones: relaciones interpersonales, disciplina democrática, relación con el contexto y ciberconducta, aplicadas a una muestra de 43 estudiantes del cuarto grado de secundaria. La validez de los instrumentos se hizo bajo tres aspectos: validez de criterio, validez de ...

Children and adolescents in Cali (Colombia) face several problems in the school environment that affect their rights and physical and mental health. This paper describes the systematization of an experience aimed at designing comprehensive care routes to address school bullying, sexual violence, consumption of psychoactive substances, and the adolescent criminal responsibility. This project was developed by the Municipal Committee for School Coexistence of Cali between 2015 and 2017. This systematization followed the five-stage method proposed by Jara-Holliday. The experience was led by a social worker from the municipal government with participation of other social workers, professionals and university students and professors. The process involved representatives of several local, regional and national organizations in an intersectoral and interdisciplinary work experience. It was recognized in Colombia for being the first intervention that developed care routes for the aforementioned problems in the young population. In addition to describing the experience based on the professional intervention methodological process, this paper highlights the achievements, strengths and barriers of the intervention, as well as three main challenges: 1) the implementation of the developed routes in the education system, 2) the comprehensive application of the four approaches used to guide the intervention, and 3) the necessity of including critical abilities in the training of social workers to develop this type of interventions in the school environment. ; Los niños, niñas y adolescentes de Cali (Colombia) enfrentan diversos problemas en el ámbito escolar que afectan sus derechos y su salud física y mental. Este artículo describe la sistematización de una experiencia orientada a diseñar rutas de atención integral (RAI) para abordar el acoso escolar, la violencia sexual, el consumo de sustancias psicoactivas y la responsabilidad penal adolescente. Este proyecto fue desarrollado por el Comité Municipal de Convivencia Escolar de Cali entre 2015 y 2017. La sistematización siguió el método de cinco etapas propuesto por Jara-Holliday. La experiencia fue liderada por una trabajadora social del gobierno municipal con la participación de otras colegas y profesoras y estudiantes de Trabajo Social. El proceso involucró a representantes de varias organizaciones locales, regionales y nacionales en una experiencia de trabajo intersectorial e interdisciplinario, que fue reconocido en Colombia por ser pionera en el desarrollo de rutas de atención para los problemas antes mencionados. Además de describir la experiencia a partir del proceso metodológico de intervención profesional, este trabajo destaca los logros, facilidades y dificultades de la intervención, así como tres retos principales: 1) la implementación de las rutas en el sistema educativo, 2) la transversalización de los cuatro enfoques que orientan las rutas, y 3) la necesidad de incluir en la formación de los trabajadores sociales habilidades críticas para desarrollar este tipo de intervenciones en el ámbito escolar.

School coexistence is a crucial area of education. Democracy, inclusion, participation and a peaceful resolution of conflict can be promoted through coexistence, articulating the entire daily nature of school. This paper reviews empirical research conducted in Latin America—due to the importance of the subject in this region—, considering countries, methodologies, and the most recurring dimensions in this works, as well as their results. In order to perform this review, the researchers used Google Scholar because it provided a broader search range than other tools and it has free access; in addition, a period of 10 years was considered, between 2007 and 2017. Finally, 64 empirical research articles were selected. The results show that most of them come from 4 countries: Argentina, Chile, Colombia and Mexico; most of the works are diagnostic in nature; interviews are the most used technique; and conflict is the most recurrent topic. Other relevant results suggest that school violence usually is approached through punishment, that there is a lack of information about school coexistence during the first semesters of teacher training, that respect is a core school value, that conflict is associated with violence—which makes it hard to approach—, that there is a positive valuation towards cultural diversity, and that participation is a central element in school coexistence. ; La convivencia escolar constituye un ámbito fundamental en la educación. A través de ella se pueden promover la democracia, la inclusión, la participación y una resolución pacífica de conflictos, por lo que es un eje articulador de la cotidianidad escolar. En este artículo se realiza una revisión de literatura sobre investigaciones empíricas realizadas en Latinoamérica, por la importancia del tema en la región, considerando los países, las metodologías utilizadas y las dimensiones más recurrentes en dichos trabajos, así como sus resultados. Para esta revisión se utilizó el buscador de Google Scholar (Google Académico), dado que permitía mayor ...

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

Recording agreements taken in conflicts requires previous studies. It also requires an analysis of what is happening and from there getting into the development of an agreement model. Learning negotiation and getting into agreements respecting every position. How to detect disruptive behaviour? How to reflect a pact between the school and the family? What are agreement sheets used for? These are the topics of this article. At the end, there are models of questionnaires for school and home. ; Registrar acuerdos alcanzados en un conflicto requiere de un estudio previo. Requiere también un análisis de lo que ocurre y a partir de ahí llega el desarrollo del modelo de acuerdo. Hay que aprender a negociar y llegar a acuerdos respetando las posiciones de todas las partes. ¿Cómo detectar las conductas disruptivas? ¿Cómo reflejar un pacto familia escuela? ¿Para qué sirven las fichas de acuerdos? Estos son los temas tratados en este artículo. Al final incluye modelos de cuestionarios de acuerdos en clase y en casa.

The paper presents the theoretical framework, methodology and results of the X Inter-American Report on Human Rights Education, produced in 2011 by the Inter-American Institute for Human Rights (Costa Rica) under the coordination of the author. The research examines the increasing problem of securing peaceful coexistence, safety and prevention of school violence in 17 Latin American countries from South, Central and North America, and the educational policies they have developed or are currently developing to face it, analyzed from a human rights perspective. ; O trabalho apresenta o quadro teórico, a metodologia e os resultados do X Informe Interamericano da Educação em Direitos Humanos, produzido em 2011 pelo Instituto Interamericano de Direitos Humanos (Costa Rica) sob a coordenação da autora. A investigação examina o crescente problema de assegurar a convivência pacífica e a segurança e prevenir a violência escolar em 17 países latino-americanos da América do Sul, Central e do Norte, e as políticas educativas que se têm elaborado ou estão a elaborar atualmente para enfrentá-la, analisadas numa perspetiva de direitos humanos. ; Le travail présente le cadre théorique, la méthodologie et les résultats du Xe Rapport Interaméricain de l'Éducation aux Droits de l'Homme, produit en 2011 par l'Institut Interaméricain des Droits de l'Homme (Costa Rica) sous la coordination de l'auteure. La recherche aborde la difficulté croissante à assurer la coexistence pacifique et la sécurité et à prévenir la violence à l'école dans 17 pays d'Amérique du Sud, Centrale et du Nord, en mettant l'accent sur les politiques éducatives qui ont été mises en œuvre ou qui sont en cours d'élaboration afin de la combattre, analysées du point de vue des droits de l'homme. ; El trabajo presenta el marco teórico, la metodología y los resultados del X Informe Interamericano de la Educación en Derechos Humanos, producido en 2011 por el Instituto Interamericano de Derechos Humanos (Costa Rica) bajo la coordinación de la autora. La investigación examina el creciente problema de asegurar la convivencia pacífica, la seguridad y prevenir la violencia escolar en 17 países latinoamericanos de América del Sur, Central y del Norte, y las políticas educativas que se han elaborado o se están elaborando actualmente para enfrentarlo, analizadas desde una perspectiva de derechos humanos.

During the last 20 years, Chile has enacted a series of policies aimed at the development of school coexistence and participation. These policies have exhibited a hybrid character, with a preeminence of an order and security ap-proach to address conflicts, and few processes of participation and deliberation within schools. In this context, this study aimed to identify the approaches to school coexistence promoted by Chilean schools and determine the incidence of these approaches on national measurement indicators (school coexistence climate, and participation and citizenship training). A secondary analysis of two databases was carried out, considering descriptive, correlational, and multiple regression analysis. A total of 125 representative schools from three regions of the country participated. The results show a prevalence of school coexistence oriented to the reduction of violence or maintenance of peace, with a predictive value on the school coexistence climate indicator. Inclusive coexistence showed a predictive value on the indicator of participation and citizenship training. It is concluded that school coexistence in Chile is approached from a narrow perspective, focused on the maintenance of peace and not on the construction of a democratic coexistence that promotes lasting peace. ; Durante los últimos 20 años en Chile se han promulgado una serie de políticas tendientes al desarrollo de la convivencia y participación escolar. Estas políticas han expuesto un carácter hibrido, con preeminencia de un enfoque de orden y seguridad para abordar los conflictos, y escasos procesos de participación y deliberación dentro de las escuelas. En este contexto, este estudio se propuso: identificar los abordajes de convivencia escolar promovidos por las escuelas chilenas, y conocer la incidencia de estos abordajes sobre los indicadores de medición nacional (clima de convivencia escolar, y participación y formación ciudadana). Se realizó un análisis secundario de dos bases de datos, considerando análisis descriptivo, ...

Bangladesh adheres to the principles and values of respecting cultural, religious, and ethnic diversities and has enriched school textbooks for meeting demands of the society and preparing young generations as much as possible for future with adequate facts, well-known perspectives and diverse worldviews. School textbooks are one of the critical instruments of preparing young generations for future—with the values of respect, tolerance, mutual understanding, cooperation, unity, prosperity, partnership and humanity. However, sometimes textbooks could produce counter-productive outcomes if contents were not developed with well-thoughts and prudence. They also constitute a compulsion for a country to realise how the young children could be prepared with the values of maintaining and ensuring peace, accepting cultural diversity, and respecting the ethos of peaceful coexistence of multi-ethnic and multi-religious communities living in a society. As an elementary level effort, this paper has focused on some selective secondary level textbooks in Bangladesh to understand how the issues of cultural diversity and peaceful coexistence have been represented. There has been a plenty of textbook contents described and touched on the aspects of cultural diversity in various ways to enlighten students about pluralism and values of social cohesion. However, a more delicate and detailed presentation of some issues could help students socialisation process and of learning about respecting and accepting the diversity of all kinds better. Some more visual representations of diverse cultures and practices, and more practical tasks on valuing rights, dignity, tolerance, and empathy could benefit them further. Nonetheless, there is an essence of having skilled and qualified teachers who could play sincere roles in teaching such values in appropriate educational environments.
Social Science Review, Vol. 37(2), Dec 2020 Page 59-86

The systematization is presented of a Participative Action Research (PAR) experience titled "New Meanings of School Coexistence", in the framework of a workshop directed to middle school teachers in Morelos, Mexico. This workshop was applied to develop a teacher participation space to promote critical reflection, resignification of the educational practice and construction of pedagogical strategies that could be directed to promoting new ways to coexist in schools. A critical psychosocial focus was used to approach coexistence from a political sense based on life in common through their own possibilities for social transformation. At first, the systematization methodology approaches theoretical and practical fundamentals of the PAR, and next, it describes the Action Research Plan. After that, the processes of sensitization, training, appropriation and actions promoted by the PAR are analyzed in teachers, and lastly, contributions of the experience are described for theoretical reflection and intervention in school coexistence. It is seen that the systematization of experiences is a methodology that allows taking a critical and textualized look at the intervention accomplished and that this process contributes new knowledge to the theoretical and practical sphere to extend reflection on coexistence in the educational setting, mainly teacher training. ; Se presenta la sistematización de una experiencia de Investigación Acción Participativa (IAP) titulada "Nuevos sentidos de la convivencia en la escuela", en el marco de la cual se desarrolló un taller dirigido a docentes de secundaria en Morelos, México. Este taller fue concebido como un espacio de participación docente para la promoción de la reflexión crítica, la resignificación de la práctica educativa y la construcción de estrategias pedagógicas que puedan dirigirse a promover nuevas formas de convivencia en la escuela. Se utilizó el enfoque psicosocial crítico para abordar la convivencia desde un sentido político que toma como base la vida en común a partir de sus posibilidades para la transformación social. La metodología de la sistematización aborda en un primer momento los fundamentos teóricos y prácticos de la IAP, en un segundo momento se describe el Plan de Investigación Acción, en un tercer momento se analizan los procesos de sensibilización, formación, apropiación y acción promovidos en el taller en las y los docentes y finalmente se describen los aportes de la experiencia para la reflexión teórica y de intervención sobre la convivencia escolar. Se encuentra que la sistematización de experiencias es una metodología que permite una mirada crítica y contextualizada sobre la intervención realizada y que este proceso aporta a nuevos conocimientos en la esfera teórica y práctica para ampliar la reflexión sobre la convivencia en el ámbito educativo. ; Apresenta-se a sistematização de uma experiência de Pesquisa-Ação Participativa (PAP) intitulada "Novos sentidos da convivência na escola", em cujo âmbito desenvolveu-se uma oficina dirigida a professores do ensino médio no estado de Morelos, México. Esta oficina foi concebida como um espaço de participação docente para a promoção da reflexão crítica, a ressignificação da prática educativa e a construção de estratégias pedagógicas que possam ser dirigidas à promoção de novas formas de convivência na escola. Utilizou-se o enfoque psicossocial crítico para abordar a convivência desde um sentido político que toma como base a vida em comum a partir das suas possibilidades para a transformação social. A metodologia da sistematização aborda num primeiro momento os fundamentos teóricos e práticos da PAP, num segundo momento descreve-se o Plano de Intervenção Ação, num terceiro momento analisam-se os processos de sensibilização, formação, apropriação e ação promovidos pela PAP nos professores e finalmente são descritas as contribuições da experiência para a reflexão teórica e de intervenção sobre a convivência escolar. Verifica-se que a sistematização de experiências é uma metodologia que permite um olhar crítico e contextualizado sobre a intervenção realizada e que este processo contribui para novos conhecimentos na esfera teórica e prática para ampliar a reflexão sobre a convivência no âmbito educativo.

Despite the time gone by and carried out research for the last decades, perceptions on ways of working which are still present in many school contexts are characteristic from an old-fashionedindustrial society which is not the case anymore. It is usually stated that educational systems are doomed to go one step behind however, it would not be so if some advances backed up by acceptable and reliable research were taken into account. Those would help to understand educational phenomena and improve the conditions in which education takes place at schools to reach established objectives. Thus, the case study which is presented here is incardinated in an action research (AR) process at Compulsory Secondary Education. Its main goal is to gather information on the demands and needs of the different agents involved in secondary schools to work on those necessary aspects to lessen disruptive behaviour, encourage a positive environment in class and at school, and improve not only teachers' efficiency but also their relations with students. In this paper it is described the conducted piece of research: data and most relevant conclusions regarding the aforementioned topics; i.e. the necessity of having professionals to help and advice teachers to work certain aspects such as social abilities or democratic management.

"How can we better understand the past, present and future of Social Action through Music (SATM)?

This ground-breaking book examines the development of the Red de Escuelas de Música de Medellín (the Network of Music Schools of Medellín), a network of 27 schools founded in Colombia's second city in 1996 as a response to its reputation as the most dangerous city on Earth. Inspired by El Sistema, the foundational Venezuelan music education program, the Red is nonetheless markedly different: its history is one of multiple reinventions and a continual search to improve its educational offering and better realise its social goals. Its internal reflections and attempts at transformation shed valuable light on the past, present, and future of SATM.

Based on a year of intensive fieldwork in Colombia and written by Geoffrey Baker, the author of El Sistema: Orchestrating Venezuela's Youth (2014), this important volume offers fresh insights on SATM and its evolution both in scholarship and in practice. It will be of interest to a very varied readership: employees and leaders of SATM programs; music educators; funders and policy-makers; and students and scholars of SATM, music education, ethnomusicology, and other related fields."

This article considers the potential of educational efforts, specifically, school commemorative ceremonies, to help overcome long-standing interethnic conflict. We examine ethnographic data from commemorative ceremonies in two newly created bilingual Jewish-Palestinian schools in Israel. We focus in particular on the role of two different ritual ceremonial events that articulate both the struggle & attempts at reconciliation between Jewish & Palestinian Israelis. The first is the Hanukkah-Idel Fiter-Christmas ceremony, which addresses mostly cultural religious issues, & the second is the events that correspond in the Jewish Israeli calendar to Memorial Day, which is strongly connected to national issues. The analysis shows how both the macrosociopolitical context & the microaspects in the development of working relations within the two communities in conflict, seriously influence the potential of school ceremonies to serve coexistence & reconciliation efforts. 47 References. Adapted from the source document.