Del conflicto a la convivencia: una estrategia desde la justicia escolar restaurativa en formación docente

Abstract

This research paper, entitled “Teacher Training in School Conflict Resolution,” acknowledges the limited teacher training in school conflict resolution, which has hindered the assertive management of conflict. Therefore, the general objective of this study is to propose a pedagogical strategy for school conflict resolution that promotes healthy coexistence. The methodology employed was qualitative-documentary with a critical-interpretive approach, based on the analysis of academic sources. A survey was administered to five teachers at the educational institution to further investigate the identified problem. The research results show a predominance of punitive practices and a lack of research on teacher training in school conflict resolution. Teachers who implement restorative practices do so in isolation, which hinders the practice from promoting short- and long-term changes. The lack of integration of restorative-focused coexistence manuals is an impediment to transforming punitive practices. Furthermore, Restorative School Justice is an alternative that responds to the dynamics of school conflict management. Taken together, these findings highlight the need for teacher training, restorative protocols for addressing Type I situations as defined by Law 1620 of 2013 on School Coexistence, and robust socio-emotional strategies. In conclusion, teacher training in school conflict resolution is crucial for transforming pedagogical practices so they align with school coexistence manuals and effectively implement restorative practices, fostering dialogue through the development of socio-emotional skills invulnerable communities within Bogotá.