La danza tradicional del joropo como estrategia didáctica para la convivencia escolar entre estudiantes de grado quinto

Abstract

For decades, different authors have discussed the need for Human Rights Education, but the high rate of violence among students has underscored this need, as a few violent incidents are reported in educational settings worldwide. In this case, in the Instituto de Promoción Agropecuaria (IPA), located at the Puerto Jordan population center in Tame (Arauca), the occurrence of aggressive behavior, particularly in the fifth grade, disrupted harmonious coexistence. To address this, the overall objective proposed was to develop a didactic strategy to promote the harmonious coexistence of the students through the traditional dance of joropo. The qualitative methodology used within the sociocritical paradigm, together with an action research design, focuses on carrying out a model of cycles or spirals of reflection and analysis that make it possible to approach the problem progressively while improvements are made to the process. The diagnostic stage, based on semi-structured interviews with the school counselor, five teachers, and the 30 students in the sample population, identified personal, family, and school factors leading to aggressive attitudes. The strategy uses the dance of joropo as a pathway for reflection and behavioral change. In a few weeks, it led to improvements in the students’ interpersonal relationships in one of the groups. Surveys conducted to evaluate the effects of the strategy indicated that the students began to exhibit improved treatment of each other and of students in other grades. Dance rehearsals turned into an opportunity to improve tolerance, manage emotions and develop empathy.