Application of ludic-pedagogical strategies for strengthening of school coexistence in elementary basic children
Aplicación de estrategias lúdicopedagógicas para el fortalecimiento de la convivencia escolar en niños de básica primaria;
Aplicação de estratégias lúdicopedagógicas para o fortalecimento da convivência escolar em crianças do ensino fundamental
Author
Martínez-Burbano, Liliana Elizabeth
Villota, Mercedes Liliana
Villacrez-Oliva, María Victoria
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Convivencia escolarmecanismos de intervención
estrategias de intervención
Conviv
mecanismos de interven
estrat
intervention mechanisms
educational playful intervention strategies
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Description
Coexistence has been breaking down more and more in all social spaces, such as schools, which have now become a focus of violence and, therefore, one of their tasks is to support the family and society, with the integral formation of the new generations, so that cordiality, respect, an attitude of dialogue, social responsibility, a critical spirit, solidarity, and tolerance are recovered. With what has been described, there is a need for the school and, in particular, the Francisco José de Caldas Municipal Educational Institution, Encarnación Rosal headquarters, to generate processes that contribute to reducing violence and strengthening healthy coexistence, as an element of social interaction of students of third, fourth, and fifth of basic primary education. This investigative process sought to identify the mechanisms used from the various institutional spheres against the difficulties of school coexistence, describe the intervention strategies applied by teachers, and, finally, design a ludic-pedagogical proposal that leads to the strengthening of coexistence in the school, fostering work environments and a favorable school climate for the entire educational community. The methodological design of the research was raised from a qualitative paradigm, under a hermeneutic approach and an ethnographic type. The work unit was made up of 42 students selected by non-probabilistic sampling and five teachers; the data collection techniques used were: documentary analysis and an ethnographic interview to teachers.
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