Publication: Convivencia escolar: fortaleza de la comunidad educativa y protección ante la conflictividad escolar
Authors
Del Rey, Rosario ; Ortega, Rosario ; Feria, Irene
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El concepto de convivencia tiene un claro significado positivo
y se relaciona con los principios básicos de la educación.
Sin embargo, cuando se analiza la convivencia, en muchas
ocasiones, se hace en base a los problemas que le afectan
más que en los pilares en los se fundamenta, dando así
una visión negativa que no siempre se corresponde con
la realidad de las escuelas. En este artículo, se presenta
un estudio realizado con la intención de comprobar que
la calidad de la convivencia es positiva según estudiantes,
docentes y familias de alumnos y alumnas, así como indagar
sobre las claves, que según estos tres colectivos, definen
una excelente convivencia. Entre los resultados encontrados
podemos mencionar que, tal y como esperábamos, la
convivencia escolar es percibida, por los tres colectivos que
la integran, como una dinámica relacional positiva aunque
en ella existe cierto grado de conflictividad.
The concept of coexistence has a clear positive meaning and is associated to the main principles of education. However, its analysis is often carried out on the basis of the problems which affect it rather than on the pillars on which it is sustained, which results in a negative view which is not always in line with the reality found at schools. In this article, we present a study aimed at verifying that the quality of coexistence is positive according to students, teachers and families. In addition, from the standpoint of these groups, we investigate the key aspects which are considered to define excellent coexistence. Among the results that found, we can mention that, as expected, school coexistence is perceived, by the above-mentioned groups involved, as a relational and positive dynamic although it can entail a certain degree of conflict.
The concept of coexistence has a clear positive meaning and is associated to the main principles of education. However, its analysis is often carried out on the basis of the problems which affect it rather than on the pillars on which it is sustained, which results in a negative view which is not always in line with the reality found at schools. In this article, we present a study aimed at verifying that the quality of coexistence is positive according to students, teachers and families. In addition, from the standpoint of these groups, we investigate the key aspects which are considered to define excellent coexistence. Among the results that found, we can mention that, as expected, school coexistence is perceived, by the above-mentioned groups involved, as a relational and positive dynamic although it can entail a certain degree of conflict.
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Citation
Revista interuniversitaria de formación del profesorado, V. 23(3), N. 66, 2009
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