Contribuciones de las estrategias de convivencia escolar: la cátedra para la paz y la campaña “en el Ferrini nos Tratamos Bien”

Abstract

In recent years, public and private educational institutions in the country have experienced an increase in problems related to school coexistence, which negatively affects the holistic development of students. This situation highlights the need to strengthen interpersonal relationships and a culture of peace within educational communities. At Colegio Ferrini, located in Commune 7 of Medellín, these problems are influenced by the social and cultural conditions of the urban environment, characterized by high levels of conflict and public order issues. Despite being a private institution, it is not immune to these challenges, which affect the relational dynamics of its students. Understanding and transforming these dynamics not only improves the institutional climate but also strengthens values ​​education, respect for human rights, and the development of civic responsibility. This research analyzed the main contributions of the implementation of the Peace Studies course and the institutional campaign “At Ferrini, we treat each other well” to strengthening school coexistence and promoting a culture of peace at Ferrini School during 2025. The study adopted a qualitative approach to understand the perceptions and experiences of members of the educational community regarding the implemented strategies. This approach was based on action research, a strategy that reflectively recovers, analyzes, and interprets a significant educational practice. Thus, the implementation of the Peace Studies course and the “At Ferrini, we treat each other well” campaign is configured as a relevant pedagogical commitment to strengthening school coexistence and promoting a culture of peace at Ferrini School in 2025. Throughout the research, significant progress was observed in practices of dialogue, empathy, and respect, particularly in inclusive and cooperative settings such as volleyball and extracurricular activities, which positively impacted daily interactions. However, pockets of conflict persist related to discrimination, rivalry between grades, and inconsistent regulations, indicating that school life is in a process of transformation, not yet fully established. These initiatives should not be treated as isolated actions but rather as ongoing educational projects with continuous monitoring and evaluation. In this way, they could extend beyond the classroom and become consolidated as a sustained institutional project, focused on holistic development and the transformation of school dynamics.