Entre redes, juegos y voces: Estrategias colaborativas para transformar la convivencia escolar

Abstract

The Social Appropriation of Knowledge was implemented at Balbino García School as a strategy for dialogue between researchers, students, teachers, and administrators to strengthen school coexistence. Through participatory methodologies, scientific knowledge was articulated with the knowledge of the educational community, allowing for the identification of problems, the construction of collective solutions, and the joint validation of applied strategies.The process included community assessment spaces, recreational activities, Golombiao tournaments, and virtual reality experiences, conceived not as external interventions, but as scenarios for the circulation and redefinition of knowledge. The community took an active role in adapting the proposals and providing constant feedback, which enriched the activity and ensured its local relevance.The sharing of results and the incorporation of student and teacher narratives strengthened the appropriation of coexistence practices, generating collective learning that transcends the research. In short, this PASC demonstrated that the combination of scientific knowledge, technological tools, sports activities, and spaces for dialogue fosters the sustainability of educational initiatives, establishing them in the school's collective memory and becoming a replicable model for other school settings.