Análisis crítico de las narrativas de los estudiantes del grado undécimo y su influencia en la convivencia escolar de la I.E. Emiliano Restrepo Echavarría (Restrepo – Meta)

Abstract

This research analyzes the influence of eleventh-grade students' narratives at the Emiliano Restrepo Echavarría Educational Institution (Restrepo, Meta) on school coexistence, grounded in the principles of critical pedagogy. The study seeks to understand how colloquial expressions, slang, and other discursive forms used by young people reflect relational dynamics and shape coexistence practices, youth identities, and power relations in the school environment. An interpretive paradigm with a qualitative approach is adopted, using Critical Discourse Analysis as the central method. Sample and Data Collection The sample consists of 25 eleventh-grade students, two teachers, and the coexistence coordinator. Data was gathered through semi-structured interviews, systematic participant observation, and document analysis.Analysis Process The analysis employed a triangulation matrix that integrated empirical data with the theoretical framework, enabling the comparison of student narratives, observed practices, and institutional discourses.Key Findings Results indicate that student narratives function as discursive practices with affective, identity-building, and regulatory roles. Younger students tend to imitate these language forms, confirming the eleventh grade's role as a behavioral reference. A significant gap exists between institutional normative discourse and classroom relational reality, where youth language is perceived as playful and affective. This underscores the need to design coexistence policies as dialogic spaces that recognize youth voices and transform their narratives into critical pedagogical resources.