La participación de los padres de familia y los resultados académicos de los niños de transición de la Institución Educativa Departamental Serrezuela Sede Eduardo Carranza

Abstract

Belief as a personal affirmation that is considered true involves actions that are mediated and regulated by what one thinks and what one feels. As mentioned by Llinares & Sanchez (1989), the beliefs of teachers as primary mediators can become variables that help characterize part of the interactions that take place in the teaching process. The central interest of this research revolves around the identification of the beliefs of elementary school teachers of the I.E.D. Nuestra Señora de Fátima-Sasaima on school coexistence, starting from the postulates on Beliefs that Salvador Llinares Ciscar proposes and on school coexistence with the contributions of the National Ministry of Education, aspects that are considered fundamental for the approach and understanding of the research's intentions as well as the legal support for it. The research process is based on a qualitative research, with a hermeneutic approach and a case study method; the instruments selected include interviews, focal groups and class observation; these stages are analyzed taking as a reference the technique of Content Analysis proposed by Klauss Krippendorff (1990). The results are presented first by describing the concept of school coexistence that teachers handle, followed by the identification of the perspectives of action, the core ideas from which they are based, and the reasons or verbal statements that support the establishment of the ideas of school coexistence. In the same sense, the analysis of the impact of beliefs on school coexistence in the classroom process is presented.