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Pedagogical strategies for
the improvement of school
coexistence in students from
14 to 16 years old in an
educational institution in
the municipality of Cereté,
Córdoba
Estrategias pedagógicas para el
mejoramiento de la convivencia
escolar en estudiantes de 14 a 16 años
de una institución educativa del
municipio de Cereté Córdoba
Jackeline Montejo Rodríguez
*
María José Diaz Patiño
*
Paola Yulied Ballén Pulido
*
Abstract
This research aimed to deepen the study of pedagogical strategies for
the improvement of school coexistence in students from 14 to 16
years old in an educational institution of Cereté, Córdoba; taking into
* Psychologist Universidad Nacional Abierta y Distancia
-UNAD-, Esp. in Integral Development of Childhood and
Adolescence, jackelinemontejo@unad.edu.co,
https://orcid.org/0000-0002-5805-4242
* Psychologist University, Cooperativa de Colombia,
Esp. Integral development of childhood and adolescence.
mariadiazpatino@gmail.com, https://orcid.org/0000-
0001-7193-0721
* Social Worker of the Corporación Universitaria Minuto
de Dios. paola.ballen@uniminuto.edu.
https://orcid.org/0000-0002-0140-2170
Article
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consideration a qualitative approach from which this phenomenon
was analyzed from the understanding of conflicts and ways of
dealing with them in a violent manner in academic spaces. For this
purpose, the action research method was used, which was carried out
in six phases from which the approach to the population, design and
application of instruments, analysis of results and return to the
educational community, where different patterns and particular
situations were found, which were discussed and served as a basis
for the development of a pedagogical strategy that in the future could
be implemented in this and other educational spaces in order to
improve coexistence in the classrooms.
Key words: Pedagogical strategies, school conflict, school
coexistence, conflict resolution.
Resumen
Esta investigación pretendió profundizar en el estudio de estrategias
pedagógicas para el mejoramiento de la convivencia escolar en
estudiantes de 14 a 16 años de una institución educativa de Cereté,
Córdoba; tomando en consideración un enfoque cualitativo desde el
que se analizó este fenómeno a partir de la comprensión de los
conflictos y formas de tramitar los mismos de manera violenta en los
espacios académicos. Para este fin se usó el método de investigación
acción, el cual se llevó a cabo en seis fases desde las que se realizó
el acercamiento a la población, diseño y aplicación de instrumentos,
análisis de resultados y devolución a la comunidad educativa, donde
se encontraron distintos patrones y situaciones particulares que
fueron discutidas y sirvieron de base para la elaboración de una
estrategia pedagógica que en el futuro podría implementarse en este
y otros espacios educativos a fin de mejorar la convivencia en las
aulas.
Palabras clave: Estrategias pedagógicas, conflicto escolar,
convivencia escolar, resolución de conflictos.
Introduction
Conflict has been inherent to coexistence among members of
society, several authors, among which Sigüenza, W. and Crespo, J.
(2012), state that in itself, conflict is inevitable, however, by paying
due attention to the differences that cause them, it is possible to
prevent negative consequences for the parties involved. Conflict
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reaches all institutions that man has created for his development and
coexistence, including schools, where conflicts between peers
continue to occur repeatedly and with increasingly alarming
consequences.
Based on the need to have an approach to the different school
conflicts that occur in the classroom, the study of school conflicts
that affect the school coexistence of adolescents between 14 and 16
years of age in an educational institution in the municipality of
Cereté, Córdoba, is studied in depth. However, it should be taken
into account that the management of school coexistence in basic and
secondary education goes far beyond the nature of the processes
carried out by the institutions; it is also important to recognize the
context in which the students develop, the characteristics and way of
life of the families/social groups to which they belong and, in
general, all aspects related to their existence in a social space.
Multiple investigations have emerged around these elements, among
which a study conducted in Murcia, Spain by Penalva (2018),
entitled "School coexistence: A challenge of the XXI century, which
aimed to know from the perspective of primary and secondary
teachers of all the centers of Cieza", all those situations that occur
more frequently in educational centers and that affect the
institutional climate, the factors that cause it and the consequences
that derive from them, stand out.
This study emphasizes that school coexistence is one of the aspects
that most concerns the educational system, due to the increase in
various violent manifestations or situations that alter the school
climate, which has mobilized the scientific-educational community,
awakening interest in delving deeper into this issue, due to its
relevance and contribution to the functioning of the educational
system.
Similarly, Avilez and Hidalgo (2021), conducted a study associated
with psychosocial risk factors and problem behaviors in adolescents
at the Fe y Alegría Emaus Educational Institution in the city of Quito,
during the 2020-2021 school year, with the objective of establishing
the relationship between psychosocial risk factors and problem
behaviors in adolescents. Likewise, it was determined that the most
frequent factors in the population in question are: violence, dropping
out of school and child labor; aspects that are present in the
adolescents under study, affecting their proper development.
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At the national level, Úsuga (2018) in his study entitled: "School
conflict from the perceptions of young offenders at school,
highlights the fundamental of attention to all types of alterations in
the relational order of the classroom". Precisely, the most frequent
causes of violence are situations that are apparently not very
transcendental and of low intensity, but unresolved. This research
assumes violence and conflict as two different categories with a
profound relationship: not every violent act implies a conflict, but a
conflict situation can lead to violence. It concludes that the role of
the educator is important as a decisive figure in the prevention and
intervention of this phenomenon.
At the regional level, the research entitled: "Problems of school
coexistence in educational institutions of the Colombian Caribbean:
analysis from social pedagogy for the culture of peace", conducted
by Cabrales et al. (2017), aimed to diagnose the main socio-
educational problems of school coexistence in public educational
institutions of the Colombian Caribbean in order to generate
proposals for action for a culture of peace. It also sought to know the
perceptions of directors and teachers about the problems associated
with school and social coexistence. The results showed that the most
common problem was family risk, specifically situations of
abandonment and negligence on the part of parents and caregivers.
Likewise, another problem that was evidenced within their
institutions was violence among peers, bullying towards the LGTBI
population, women, the disabled population, Afro-Colombians and
indigenous people.
In this regard, Román and Murillo (2011) affirm that the quality of
interpersonal relationships in the school directly affects student
performance, thus denoting the importance of generating spaces in
which well-being is present in the school. In fact, the topics of
coexistence, conflict resolution, cooperation and teamwork are
recognized as elements of international evaluations given their
importance in the educational scenario. According to the authors, it
is evident that in these relationships the behaviors, beliefs and
attitudes of the members of the community are present and it is
precisely their diversity that gives rise to different manifestations of
collaboration, affection, friendship or, on the other hand,
discrimination, prejudice and intolerance.
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The concept of coexistence is assumed from Cárdenas (2018), who
relies on the Colombian Ministry of National Education hereinafter
MEN (2013), to state that school coexistence is: "The action of living
in the company of other people in the academic context in a peaceful
and harmonious manner. Set of relationships between people who
are part of the educational community, focusing educational
objectives to a comprehensive development." (p.16) For its part, the
MEN is also emphatic in highlighting that part of this is the diversity
of origins and interests of each person who is part of the educational
community.
According to the above, the role of teachers and parents as
responsible adults is essential for the student to achieve satisfactory
progress in their educational process, which includes learning to
relate to other beings that are part of their environment, protecting
diversity, reaching agreements when required and taking part in
concrete actions to improve the community in which they develop.
In this sense, it is necessary, for example, to have rules and
agreements that ensure the common welfare and good coexistence,
due to the awareness of the presence of conflict as a product of the
differences that are part of human nature. Then, when emphasizing
school coexistence, it should be clear that the relationships that arise
among students are mediated and influenced by social contexts, i.e.,
school coexistence should not be thought of as an isolated context,
but as one that connects and in which other contexts converge.
Therefore, the ideal is that each member of the educational
community has the minimum conditions of well-being that in turn
allow a good disposition with their environment. In such a way that
the social relationships that take place in the institutions are forged
in a healthy and adequate environment. This refers to individual
physical and emotional health conditions, decent working
conditions, safe and healthy environments (both within and outside
the institution), rules of coexistence, socialization and spaces for
dialogue and conciliation, respectively.
From this same perspective, conflict is assumed from the position of
Galtung (1980), who considers it a crisis and an opportunity, a
natural, structural and permanent fact in human beings. It starts from
a situation of incompatible objectives, so that, instead of being
solved, they are transformed. It implies a holistic vital experience,
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where, in addition, it is a structural dimension of the relationship that
can also manifest itself as a form of power relationship.
This implies that the conflict must be approached from the reality
and the social and cultural conceptions of the community where it
occurs, since the proposals aimed at understanding and solving them
must respond coherently to it. In this sense, this project conceived
the possibility of assuming conflict management as a constructive,
dialogic and generative process among peers. In addition, it is
recognized that the prevention actions developed will have
repercussions in other spheres considered from the ecological theory
as external systems that are in direct interaction with the population,
in a way that influences not only individually, but also socially.
Materials and methods
In order to achieve the objective proposed in this study, a qualitative
methodology was developed. In this sense Strauss and Corbin (2002)
emphasize that "(...) qualitative research produces findings that are
not reached through statistical procedures or other means of
quantification." (p. 11). In this case, we did not seek to generate
statistical data on numerical variations in terms of school conflicts,
but we used the qualitative approach to identify the situations and
types of school conflicts that occur in the Cereté IE and to analyze
the conceptions, causes of conflicts, their effects on school
coexistence, as well as the forms of resolution.
Now, taking into account that we are working in a social space and
that we also intend to generate an educational proposal aimed at
improvement, it is convenient to work from action research, which,
according to Latorre (2005), in principle refers to a series of
strategies designed to improve a social or educational space: "For us,
action research is seen as a practical inquiry conducted by teachers,
in a collaborative manner, with the purpose of improving their
educational practice through cycles of action and reflection". (p.24).
The target population was adolescents between 14 and 16 years of
age from an educational institution in the municipality of Cereté,
Córdoba, belonging to the 9th and 10th grades of secondary school.
The type of sampling carried out was a non-probabilistic sampling.
The sample was intended to include students with some kind of
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proximity to school conflicts, and was comprised of 10 adolescents
in 9th and 10th grades, 5 of whom were female and 5 male.
In order to carry out this research, it was necessary to follow the
following phases:
Phase 1 Approach to the population
The first approach was made with some teachers and students,
through this it was possible to show the conception that they have
about school conflicts and the image they have of some students who
passed near the place where the conversation took place.
Phase 2 Instrument design
The scheme of work corresponding to the development of the
research objectives in relation to the techniques and instruments was
presented:
Table 1. Techniques and instruments associated with the objectives
of the research.
Source: own elaboration
Specific objectives
Instruments
I dentify the students'
conceptions of conflict, its
types and forms of
resolution in the Cereté EI.
Workshop guide
To describe the causes of
school conflicts and their
effects on school
coexistence in the Cereté IE
based on the perception of
the students.
Question guide
Analyze pedagogical
strategies aimed at
improving school
coexistence.
Bibliographic
review
Question guide
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Phase 3 Application of instruments
Instrument No. 1: Participatory workshop applied with the purpose
of identifying the students' conceptions in relation to conflict, its
types and forms of resolution in the Cereté EI.
Instrument No. 2: Focus group, through a meeting with the
population under study, in order to describe the causes of school
conflicts and their effects on school coexistence in the Cereté IE
from the perception of the students.
Instrument No. 3: This instrument was used to conduct a thorough
search of different books, articles, theses and other documents from
which different pedagogical strategies aimed at improving school
coexistence were compiled, which were analyzed in order to finally
develop the strategy announced in the general objective.
Phase 4 Systematization of information
Once the instruments had been applied and the information had been
collected, the information was systematized using matrices for the
instruments used.
Phase 5 Analysis of information
With the matrices, we proceeded to present the information
indicating the different codes found, the particular and unique
situations that were then used to carry out the discussion and the
elaboration of strategies that could be applied in the future to
improve school coexistence.
Results
Phase 6 Socialization of results with the community
For the final phase of this work, a meeting was held with the
educational community in which the results of the research were
reported.
Data collection: Data was collected through documentary review,
direct observation, research workshop and focus group.
Documentary review: This constituted the entry point to the
research. Institutional and personal documents of the teachers were
reviewed, related to student observers, discipline records and field
diaries.
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Direct observation: During visits to the institution, it was possible to
record the behavior of the students both in the classrooms and in the
rest yard, which was recorded in the notebook.
The research workshop: It allowed for reflection, debate,
confrontation of ideas, knowledge and wisdom in order to achieve
the collective construction of concepts such as coexistence and
conflict.
The focus group: It allowed to capture the feelings, thoughts and
experiences of the students, as well as to generate a space for
interaction and reflection on the topic of coexistence and conflict.
For the analysis of the information, it was necessary to use the
systematization matrices based on the research objectives, which
made it possible to order and classify the data for analysis and later
to discuss them in relation to what was set out in the frame of
reference.
Upon inquiring about the students' conceptions of conflict, its types
and forms of resolution, the workshop guide instrument allowed us
to identify that among the students conflict is understood as a
manifestation of violence, in which discussions between people,
confrontations or disagreements are accompanied by negative
emotions, fights, confrontations or in general problems that occur
between human beings. With this, it is possible to infer that on the
basis of the students' conception there is a notion associated with the
existence of a difference of points of view that is eventually
accompanied by an inadequate treatment of the conflict.
Regarding the types of conflicts, different scenarios were found with
the particularity of a repeated mention of bullying with the following
typologies: physical aggression, speaking ill of the other, signs or
gesticulations interpreted in a hostile manner, disagreements based
on trivial issues over lost objects, relational issues, hate speech,
arbitrary disagreement with teachers and disagreements when
carrying out group activities.
As for the forms of conflict resolution, the common denominator
identified was the reference to dialogue, sincere listening and the
search for solutions based on the analysis of their origin. In general,
when faced with a situation, the mediation of an authority, either a
teacher or the coordinator, is sought. It is worth mentioning that
some students specify that it is necessary to give talks to guide a
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route to deal with conflict situations, based on the recognition of the
other as a person who has a value.
Likewise, after applying the guide of questions, the causes of
conflicts were determined to be situations of a passionate nature
(such as dating or sentimental relationships between peers), activity
in social networks (such as a derogatory reference to a classmate
through a publication), false rumors about someone, aggressive
reactions to a specific disagreement, excessive trust between
students that, when not managed, lead to unexpected situations such
as unauthorized affectionate treatment and economic and religious
differences, and even the content of different musical genres.
On many occasions, conflicts are caused by simple
misunderstandings among members of the educational community,
who leave aside the possibility of dialogue and reaching agreements,
and instead resort to shouting, imposition and in some cases, force.
This generates situations of aggression that could have been avoided
by simply asking for excuses or recognizing the mistakes made.
Regarding the effects of conflicts, it was possible to identify
different spheres of affectation, as well as opinions in relation to the
treatment given to them. In general, there was a flat rejection of
violence in its different meanings, as a consequence of its negative
and lasting effects on people. This is evident at the level of discourse;
however, in everyday life, these conceptions are not reflected.
Likewise, repeated mention is made of the need for the different
institutional authorities (mainly teachers or course directors) to
mediate these conflict scenarios so that they do not escalate into
more serious situations. Some students have a very deep conception
of conflict, to the extent that they identify it as something natural and
even necessary in human beings, and therefore it is the task of society
to generate strategies to manage it in an adequate manner.
In addition, it is necessary to work on different human values such
as companionship and solidarity so that they can be translated into
tools in the eventuality or explosion of a conflict. This should be
accompanied by reflection exercises that translate the disagreements
of each person into opinions expressed with respect and willing to
be discussed.
When analyzing the pedagogical strategies aimed at improving
school coexistence, the bibliographic review allowed us to find as a
common denominator the allusion to the ineffectiveness of the
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cultivation of an adequate behavior to solve conflicts based on the
mere teaching in a master class. Although it is necessary to have
master class scenarios where conceptual and historical aspects are
worked on, or the exposition of solution routes, it is also necessary
to have training spaces accompanied by physical activity,
playfulness and interaction with others. This includes training
sessions in informal settings, group workshops, pedagogical games,
integration sports matches, etc.
Another activity carried out was the coexistence route, an activity in
which, based on the identification of some "stations" necessary to
guarantee coexistence, groups were formed to work together on
different didactic and playful activities, including puzzles with
images alluding to the conflict and the "pool of emotions" where they
tried to characterize certain emotions.
From all these elements found, it was possible to configure the
proposal of a pedagogical strategy aimed at improving school
coexistence of 8th and 9th grade students of an IE of Cereté, taking
into account several elements, among them: the need for continuity
of the strategy by virtue of the fact that, being formative processes,
they require continuous work and constant feedback. This means that
at least one hour should be available every two weeks during the
school year. This work can be carried out in the spaces designated
for group management or work from the cross-cutting components
of ethics and values or citizenship skills.
Likewise, the strategy has a magisterial part where the teacher
approaches the different concepts and their application in daily life.
On the other hand, it has a ludic or sports element, as a consequence
of the relevance of this type of activities, since they promote
attention and group work by the students. Finally, it is necessary a
space of expression on the part of the students, which can involve
role playing, activities similar to the pool of emotions or micro
workshops of creative writing, painting, weaving, plastic arts or
others such as the exquisite corpse activity that consists of a group
of people making a sequence of phrases or images without seeing
what the person who was before them wrote or drew.
Regarding the first type of activity, since most students seem to have
a partially clear essential idea of what a conflict is, as well as its
types, causes and consequences, it is not necessary to specify in a
technical way what the literature says about it. Instead, it is suggested
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to take as a route, the contents of the Truth Commission's Final
Report, which includes a series of didactic modules to socialize with
the students.
Regarding recreational or sports activities, it is suggested to work
alternatively on each of them. That is to say, in one session a sport
will be worked on, and in another a role-play and dramatization
game. It is important to remember that in the first one, the role of the
referee takes precedence, which should be rotated and oriented so
that each student can understand the implications of mediating a
conflict, as well as the different stations that this entails. Regarding
role-playing and dramatizations, it is suggested to have a database
where a history of the conflicts that occur most frequently in the
institution is recorded so that these can be used as raw material in
these activities.
Discussion
As a general conclusion, a comprehensive pedagogical proposal was
reached, which also attempts to articulate with the reality of the
country as expressed in the final report of the Truth Commission.
Additionally, this proposal takes into account that, given the need for
continuity of the work, given its formative nature and also given the
recognition that the realities of the students will increasingly involve
more complex scenarios, it seeks to establish generic guidelines for
action so that they can be managed according to the specific
conditions of each context and each stage of training.
In relation to the first objective, it is found that, although most
students have very close conceptions of conflict and its typologies in
relation to what is found in the literature, this does not seem to be
sufficient in relation to what happens in practice. That is, reference
is made to the fact that it is common to find that people have a broad
conceptual background but that the same does not correspond to
action. This is a reflection of the need to rethink the different
academic scenarios in terms of pedagogical strategies that help to
really internalize everything we have as a concept so that the margin
of mismatch of this with practice becomes smaller and smaller.
The same happens with the students' conceptions of the causes and
effects of conflict, which is what concerns the second specific
objective. In most cases, it is possible to identify the core of conflicts
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and especially their perennial nature in different life scenarios;
however, when confronted with one, all this overflows. In any case,
it is very valuable the fact that some students visualize conflict as
part of life itself, of school life, which translates into moving the
problem from the pretension of living without conflict to the concern
for generating a way of life that manages to deal with them in an
adequate manner.
Now, with respect to the third specific objective, the different
pedagogical strategies analyzed show the need to think of scenarios
beyond the lecture, the theoretical, the conceptual and the academic,
with a view to an internalization of all these discourses so that they
have a real effect in practice. However, this does not mean the
elimination of lectures or theoretical spaces; it is necessary that
students continue to have a strong contact with them, even more so
if they plan to continue with their academic training. Thus, it is
necessary to articulate these spaces with other types of activities that
also involve collaborative work. This involves games, sports and
other scenarios that affect the body and emotions. Additionally, it is
necessary to provide spaces that allow students to express
themselves at different levels and to know the different channels
through which they can do this with a view to feedback their actions
in the world through a process of metacognition that allows them to
review those sources of overflow in their behavior and thus work to
correct them.
In terms of recommendations, taking into account what was
mentioned by (Mendoza and Barrera, 2018), it is important that the
members of the institution maintain fluid communication with the
family of the students as this helps to identify different factors that
may influence the generation of conflicts, as well as the eventual
ways that may be effective to modulate it or process it at a critical
moment. This can be translated, in research terms, into the need to
carry out an exercise analogous to the one carried out here with
students, but with the family and the educational institution. This
would provide a more complete perspective of the elements to be
taken into account when developing strategies to deal with and
prevent school conflict.
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