Gestión convivencia escolar: Del aseguramiento a la necesidad de fortalecer la formación socioemocional
Gestión convivencia escolar: Del aseguramiento a la necesidad de fortalecer la formación socioemocional
Authors
Tapia Gutiérrez, Carmen Paz
Becerra Peña, Sandra
Moncada Herrera, Juan
Becerra Peña, Sandra
Moncada Herrera, Juan
Authors
Date
Datos de publicación:
Keywords
Gestión educativa - Convivencia escolar - Formación socioemocional - Violencia
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Abstract
El propósito fue evaluar las prácticas de gestión de la convivencia en establecimientos escolares. Desde un enfoque cuantitativo y un diseño no experimental, se aplicó un cuestionario de Convivencia Escolar a 1408 estudiantes de enseñanza general básica y se realizó análisis comparativo. Se encontraron diferencias significativas para todas las dimensiones según el tipo de institución; las prácticas formales de “aseguramiento” son las más fortalecidas, en cambio la “formación para la no violencia” resultaron
las más debilitadas. Los hallazgos evidencian la necesidad de robustecer la formación en todas las instituciones para promover ambientes escolares donde todos aprendan y se sientan bien tratados
The purpose was to assess the practices of management of coexistence in schools. From a quantitative approach and a nonexperimental design, it was applied a questionnaire of school coexistence to 1408 students of basic general education; a comparative analysis was performed. There were significant differences for all dimensions depending on the type of institution; “assurance” formal practices are the most strengthened, instead of “training for nonviolence” were the most weakened. The findings show the need to strengthen training in all the institutions to promote school environments where all learn and feel well treated
The purpose was to assess the practices of management of coexistence in schools. From a quantitative approach and a nonexperimental design, it was applied a questionnaire of school coexistence to 1408 students of basic general education; a comparative analysis was performed. There were significant differences for all dimensions depending on the type of institution; “assurance” formal practices are the most strengthened, instead of “training for nonviolence” were the most weakened. The findings show the need to strengthen training in all the institutions to promote school environments where all learn and feel well treated