Herramientas del componente convivencial que brindan los planes integrales de educación para la ciudadanía y la convivencia (PIECC). el caso del Liceo Agustín Nieto Caballero I.E.D. de Bogotá durante los años 2015 - 2016 

Abstract

This research was developed in the Educational Institution “Liceo Nacional Agustín Nieto Caballero”, in the zone of the martyrs (Mártires) in Bogotá. This work has as starting point other investigations and preliminary studies, where concern and interest are evident about coexistence present in the different educational communities, and the constant search to respond to this phenomenon. The problems of coexistence of the students of cycle I between the years 2015 and 2016 were identified. Subsequently the implementation of the PIECC tools of the coexistence component was made, which are part of the social strategy of the development plan of “Bogotá Humana” from the year 2012 to 2016. This plan aims to generate and promote leaders in the educational communities, within the processes of social transformation. This case study is descriptive, with a qualitative approach. The objective of the research is to know if the behavior of children after the application of some PIECC tools, improves the level of coexistence, regarding the relationship between parents, teachers and the educational community in general. For this purpose two instruments were designed for the collection of information; the survey and the semi-structured interview. The survey applied to 50 students, cycle one (1) of primary school, with ages between six (6) to ten (10) years old. The semi-structured interview applied to 6 teachers of the institution who have permanent contact with the children. In the obtained results, it is analyzed that the selected PIECC tasks, allowed to establish the changes of behavior, in front of the main problems identified by the teaching team in the specific context of the population studied, taking into account the categories of analysis, which integrate the processes of self-esteem and personal recognition, interpersonal relationships and conflict resolution. It is important to mention that students demonstrate awareness and a better level of self-criticism. The leadership in some children of this cycle has allowed orienting the group towards the generation of proposals that improve the coexistence. In conclusion, it is important to be clear that all members of the educational community must make commitments and proposals that contribute to coexistence; since they are direct actors within this community.