Estrategias pedagógicas para la solución de conflictos en aulas de clase de educación básica primaria.

Abstract

This study was carried out with the purpose of proposing pedagogical strategies for conflict resolution in the classrooms of the Simón Bolívar Integrated School Educational Institution, San Martín, Cúcuta, Norte de Santander, Republic of Colombia. The research rested on the works of Jares, (2013), Garcia, (2014) and Valenzuela (2017) among others. The present study is based on the post positivist philosophy, methodologically it was developed as a research of ethnographic method, with a non-experimental, field design. The population was represented by five (5) students and one (1) 5th grade teacher from the Simón Bolívar Integrated School in San Martin, Cúcuta, Norte de Santander. For the collection of information, an open-ended interview was applied, consisting of ten (10) versioned items, which was validated by the judgment of three experts. The data collected was coded, allowing analysis and discussion by categories, subcategories and attributes. It is concluded that the students present conflicts in the classroom due to different interests that are presented in the context and lack of accompaniment of the teacher as a mediating agent in conflict resolution.