To live together you learn: Pedagogical strategy to improve school coexistence

Abstract

This paper aims to implement a pedagogical strategy to improve and prevent school coexistence, to develop culture values and to mitigate episodes of regular practices like bullying which undermine the dignity of human being. For this purpose, the research team applies a mixed approach with descriptive studies was chosen to collect information through direct observations, interviews, and surveys that allowed ratify the existence of the problem at 20 de Julio School situated in the Cartagena district.  The analysis revealed that the students mistreated themselves, called each other with nicknames, performed aggressive collective games and solved their differences with violence, leaving aside the dialogue as conflicts mediator. Thence the need to elaborate a proposal called: “A Convivir Se Aprende”, consisting of three phases (exploration, democratic management of coexistence and coexistence classrooms), which was applied within the 5th grade students given as a primary outcome that the intervention in the classroom should be more formative than punitive. It was demonstrated in the activities performed in which the students showed a change in behavior reflected in the interaction with their classmates, teachers, parents and the academic community. Quantitatively these stages were evaluated respectively in 98.3%, 88.3% y 89.3%. Furthermore, the proposal generated room for reflection, from the aggression to the relations based on the respect, the tolerance and the solidarity, strengthening communication and team work.