Description

The objective of the research was to implement collaborative work as a strategy to strengthen school coexistence in seventh-grade students of the Nelson Mandela Educational Institution in Valledupar, Cesar. It was framed in the post-positivist paradigm, under the reflexive critical approach, in the design of pedagogical action, developed in three phases: deconstruction, reconstruction, and evaluation of the effectiveness of the practice. The analysis unit was made up of 16 students. As instruments, the semi-structured interview and the logs were used. The results indicate that the strategy facilitated the participation of students, reduced bullying, strengthened the mediation of conflicts and values, generated reflections, and provided proposals for solutions through creative activities. It concludes by indicating that school coexistence was improved and collaborative teamwork was strengthened, by understanding the importance of school coexistence in their learning and personal development.