Caminando mi territorio: una estrategia didáctica para fortalecer la convivencia y la resolución de conflictos en primaria

Abstract

This research addresses school coexistence and the peaceful resolution of conflicts within a rural multigrade primary classroom at the Institución Educativa Departamental Rural La Esperanza, Llanogrande campus, located in Vergara, Cundinamarca. The study emerged from the identification of situations related to hostile language, difficulties in conflict management, low frustration tolerance, and exclusion practices among students, which affect school coexistence and participation dynamics. In response to this issue, the research aimed to implement a didactic strategy focused on strengthening life skills, particularly empathy, assertive communication, and peaceful conflict resolution, as pedagogical tools to promote school coexistence and citizenship education. The study was developed through a qualitative approach using classroom action research methodology, employing techniques such as participant observation, field journals, and participatory pedagogical activities. The results showed positive transformations in students’ interpersonal relationships, strengthening practices of dialogue, participation, respect, and collective agreement-building. Likewise, the study highlights the importance of life skills as a pedagogical approach that contributes to comprehensive education, the construction of peace cultures, and the strengthening of democratic school environments in rural contexts.