Estrategia didáctica “escuela para la familia y familia para la escuela” desde el área de las ciencias sociales: fortalecimiento de la convivencia en los estudiantes de la básica primaria de la Institución Educativa Cecilia de Lleras

Abstract

The process of intervention research implemented here, starts from self observation developed in Cecilia de Lleras School in Monteria since 2015; it was built with students from third and fifth grade from primary, teachers, parents and managers. Among the research strategies we highlight conversational scenes, social maps, regular visits, implementation of different scenarios, and individual and group interviews. From the intervention research arises the general purpose of our investigation, which consists of understanding the relationship between scholar and familiar coexistence in the community of primary headquarter of Cecilia de Lleras school. Referred to this purpose it is raised to implement the didactic strategy “school for family and family for school” in the conflict resolution, in order to reflect, create awareness and culture for solving situations of tension to improve the community coexistence. The research about coexistence exposed here is qualitative, from cybernetics of second order, in which the voices of all participants were validated and led the building of new interaction and communication ways, which were emanated from reflection, this generated as a result, new coexistence relationships in the familiar and social context of our students.