Propuesta pedagógica para la dinamización de la convivencia escolar en los estudiantes de básica primaria de la Institución Educativa la Unión.

Abstract

The objective of this research was to design a pedagogical proposal that would allow the school coexistence to be stimulated in the Sincelejo Union Educational Institution. This purpose, it was based on a socio-critical epistemological position proposed by (Madrones, 1991, p.20). The reality of school coexistence was interpreted and understood through dialogical action with parents, students, teachers and teaching directors as architects in the recognition of their problems and in the generation of proposals that allowed the transformation of its institutional reality. For this research a mixed research design was used, "the mixed approach is a process that collects, analyzes and links quantitative and qualitative data in the same study or a series of investigations to respond to an approach to the problem" (Sampieri, 2006 , p.755). Therefore, this method requires the use of quantitative and qualitative techniques, Teddlie and Tashakkori (2003); Mertens, (2005), Todd, Nerlich and McKeown (2004) (as cited in Sampieri 2006 Consequently, for this investigation the sequentiality of the methods was taken into account and the variant named by Creswell (2005) "linked designs or models of two stages by derivation, where the application of one stage leads to the other" (p. 765). Taking into account that the results of the first stage where the diagnosis was addressed, allowed the second stage related to the preparation of an intervention proposal from a socio-critical approach. As a result of the research it was established that 96% of the students affirm that there are children who insult and interfere with others, the most common ways of propitiating a conflict are the use of nicknames, physical aggressions, and the theft of tools, 100% of students help solve conflicts of their peers, 78% consider that they have received abuse from their parents and has little participation in school activities, 48% say that teachers do not understand them and that they exist many differences in the implementation of the rules of coexistence. The present study allowed us to conclude that: Concepts that stimulate coexistence in the institution, denote the few skills for the resolution of conflict in both students and teachers, in addition to the lack of commitment of parents in the institutional dynamics , the strategies used by teachers for the creative resolution of conflicts are not so varied and are closely related to their conceptions of coexistence, the pedagogical proposal was constituted as a methodological contribution as the design that emerged for the realization of the findings and reflexive articulation of the theory and practice of coexistence, allowed to take it as a reference for future research in the same line, the design of the pedagogical proposal is favorable to the extent that it offers pleasant and active strategies for children, guaranteeing a better interaction social and in turn the optimization of relationships among all members of the educational community. By taking on the activities of the proposal as an element of exploration, assertive communication, respect, acceptance of the other and socialization were strengthened as a fundamental element in the search for peace and the healthy coexistence of the institution.