Resignificación del conflicto escolar desde una perspectiva proactiva para la construcción de la convivencia escolar
The symbolic constructions that have been woven around the conflict are structured from paradigms associated with violence and as negative elements; This creates a diversity of conflicts, of different nature and of different intensity that becomes an everyday element of the school life not only of t...
- Autores:
-
Romero Altahona, Rosmery
Wright Livingston, Yomaira
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/3017
- Acceso en línea:
- https://hdl.handle.net/11323/3017
https://repositorio.cuc.edu.co/
- Palabra clave:
- Conflicto escolar
Perspectiva proactiva
Convivencia escolar
Re significance
School conflict
Proactive perspective
School coexistence
Re significación
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | The symbolic constructions that have been woven around the conflict are structured from paradigms associated with violence and as negative elements; This creates a diversity of conflicts, of different nature and of different intensity that becomes an everyday element of the school life not only of the students but of all the agents of the educational community. For this reason, it is necessary to know the educational community of the Flowers Hill Billingual School, in order to understand its reality, which is structured by a family nucleus consisting of grandparents or uncles as head of household. Therefore, this study aimed to resignify school conflict from a proactive perspective for the transformation of school conflict. For this, a quantitative investigation was carried out, to collect and analyze qualitative data that allow to explore a phenomenon, generating a database; later, in the second stage, quantitative data was collected and analyzed and another database is obtained. The population to work was formed by teachers, parents of families and 25 eighth grade students. The results of the different stages are compared and integrated in the interpretation and analysis of the report, concluding that the educational institution Flowers Hill Bilingual School must build within its IEP strong guidelines that involve the conflict from a resignificative perspe |
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