Fortalecimiento de la convivencia escolar mediante estrategias basadas en los valores fundantes latinoamericanos

Abstract

School coexistence constitutes a socially constructed process that influences learning, emotional well-being, and integral education. In rural educational institutions in the department of Bolívar, difficulties persist regarding the peaceful resolution of conflicts, respect for diversity, and school coexistence relationships. This research addressed these issues among fifth-grade students at La Pascuala Educational Institution (a rural area of Magangué, Bolívar), characterized by interpersonal conflicts, lack of self-regulation, and a marked dependence on teacher authority. The general objective was to strengthen school coexistence through pedagogical strategies based on foundational Latin American values. Methodologically, the study was developed under the critical-social paradigm with a qualitative approach, using educational action research as a strategy to intervene in and reflect upon pedagogical practice. The results revealed difficulties in students’ emotional and behavioral self-regulation, weak articulation between family and school, as well as tensions between traditional disciplinary practices and restorative approaches. The study also identified a community “ethical reserve” expressed through practices of solidarity, mutual support, and a sense of belonging rooted in Pascualera culture, which emerged as pedagogical resources for resignifying school coexistence. Based on these findings, the pedagogical proposal “Pascualera Roots: Weaving Coexistence through Foundational Values” was designed to improve school coexistence and strengthen citizenship, socio-emotional, and communicative competencies. It was concluded that the integration of foundational values, together with traditional practices and the transition toward restorative justice, favors the construction of more harmonious and formative educational environments.