Percepción de docentes de educación básica sobre la convivencia escolar

Abstract

School coexistence in healthy environments and harmonious spaces allows the integral development of students, given that attitudes are not violent, thus enabling children to perceive the school as a safe place and in which educational actors respect norms, rules and commitments issued by educational institutions through the coexistence code manual to promote good relations between educational actors. For this reason, this study seeks to know the perceptions of elementary and middle school teachers of two public schools in Azogues regarding school coexistence based on the coexistence code regulations. Semistructured interviews were conducted with 12 teachers from the two institutions (6 from each one), obtaining the following results among the perceptions of the teachers: the coexistence code is not fully implemented, since the children know what are the proper behaviors in the institution, in addition to the fact that school coexistence is not aggressive since the teachers perceive that the children are formed at home with values and good attitudes that benefit the educational context. It was also found that teachers are conflict mediators and that this is done through dialogue.