La convivencia escolar, escenario para el desarrollo de competencias ciudadanas y la consolidación de una cultura de paz
School coexistence as a scenario for the development of civic competencies for the consolidation of a culture of peace, is something necessary to address as a complement to the postwar period in Colombia, since education as a tool for transformation through curricular reforms, would be a mechanism p...
- Autores:
-
Toro Osorio, Kodalys
Sierra Paternina, Francisco Augusto
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8681
- Acceso en línea:
- https://hdl.handle.net/11323/8681
https://repositorio.cuc.edu.co/
- Palabra clave:
- School coexistence
Citizen skills
Culture of peace
Chair for peace
School
Convivencia escolar
Competencias ciudadanas
Cultura de paz
Catedra para la paz
Escuela
- Rights
- openAccess
- License
- CC0 1.0 Universal
| Summary: | School coexistence as a scenario for the development of civic competencies for the consolidation of a culture of peace, is something necessary to address as a complement to the postwar period in Colombia, since education as a tool for transformation through curricular reforms, would be a mechanism perfect to be able to encompass everything concerning a construction of peace scenarios. The objective of the research is to know how school coexistence becomes a scenario for the development of civic competences for the consolidation of a culture of peace. The mixed research methodology, since the exploratory case study is integrated with the application of 30 surveys. It was posed as a research question: How does school coexistence become a setting for the development of civic competencies and the consolidation of a culture of peace? In order to respond, concepts of competences, civic competencies, coexistence, and school coexistence are addressed; topics focused on achieving the objective, such as participation and democratic responsibility, academic context, culture of peace and others that help theoretically support the research. The results show that from the institutional curriculum, thematic axes associated with citizen competencies and culture of peace have been articulated, but no substantive transformation is observed in the school context. Therefore, it is urgent to design an intervention proposal that allows the strengthening of these competences and generate a greater impact on school coexistence. |
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