Teoría sustantiva acerca de las construcciones sociales convivenciales en el colegio Kennedy, Institución Educativa Distrital (IED)

Abstract

The social, organizational and legal dynamics of coexistence in the Kennedy School, District Educational Institution, FDI, impose the necessity of the development of organizations that consult the needs of participation, school government, manifestations of the identity and subjectivity of the members of the educative community. This is how the daily life of educational institutions is affected by social factors, which do not escape the nature of the school; One of these factors is school conflict. The Kennedy School, I.E.D., in the last years had been presented some situations of conflict that affected the institutional coexistence. For this reason, one of the objectives of this research is to conceptualize through a substantive theory the main social constructions of students, parents and teachers, as determinant elements of the school environment. Thus, for the development of the qualitative research process, we used the methodology of grounded theory, framed in the current of Strauss and Corbin. Three primary information exploration tools were used: an interview with an expert researcher on coexistence and school violence, a focus group and a coexistence survey; Which were processed and analyzed. With the information thus collected, a substantive theory was formulated to explain the problem studied. The study revealed that among the most relevant factors that lead to a member of the educational community, and especially students, to address a violent solution to convivial conflicts are verbal offenses and the family environment, drugs, vandalism and the thefts. That among the concepts, conceptions or social constructions coexisting, which would be given priority in the moment of approaching a process, strategy or joint decision, are: for teachers is communication, authority and social relations; For parents is the example of adults and participation; And students consider discipline and school conflict.