El Juego en la mediación de conflictos y el fortalecimiento de la convivencia escolar en estudiantes de grado 103 de la Institución Educativa Cazucá, Soacha, Cundinamarca

Abstract

The purpose of this research was to strengthen conflict mediation skills and school coexistence among 103rd-grade students at Cazucá Educational Institution, located in Soacha, Cundinamarca, through the implementation of a game-based didactic sequence. The study was conducted using a qualitative approach and was grounded in Educational Action Research, which enabled the understanding of interaction dynamics within the classroom and the pedagogical intervention of these processes. Thirty-five first-grade students participated in the study, for whom the didactic sequence “Learning to Live Together Through Play” was designed and implemented. The sequence was structured into three phases: exploration, construction, and coexistence. Data were collected through field journals based on participant observation and subsequently analyzed through a coding and categorization process guided by three analytical categories: (1) from conflict to mediation, (2) play as a mediation setting, and (3) the development of socio-emotional skills. The findings revealed significant progress in students’ understanding of conflict as an inherent aspect of human relationships, the strengthening of dialogue and peer mediation strategies, and an increased ability to recognize and express emotions. Likewise, play promoted participation, cooperation, and the collective construction of agreements. The study concludes that the implementation of the didactic sequence demonstrated that school coexistence and conflict mediation go beyond normative approaches and should be understood as continuous and formative processes that need to be addressed transversally within the curriculum. This contributes to the development of socio-emotional skills, participation, dialogue, and agreement-building from the early years of schooling. In this context, play emerged as a fundamental element of early childhood education, providing meaningful opportunities for reflection, interaction, and the peaceful resolution of conflicts in the classroom.