"MEJORAR LA CONVIVENCIA": Una relectura analítica de experiencias innovadoras en escuelas latinoamericanas.
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| Title: | "MEJORAR LA CONVIVENCIA": Una relectura analítica de experiencias innovadoras en escuelas latinoamericanas. |
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| Authors: | FIERRO-EVANS, CECILIA1 cecilia.fierro@iberoleon.mx, FORTOUL-OLLIVIER, BERTHA2 mbfortoul@gmail.com |
| Source: | Revista Mexicana de Investigación Educativa. ene-mar2022, Vol. 27 Issue 92, p15-45. 31p. |
| Subject Terms: | *International relations, *Educational equalization, *Teaching methods, *Community involvement, *School administration, *Educational innovations, *Inclusive education, Communalism, Participation, Cohesion, Cultural policy |
| Geographic Terms: | Latin America |
| Abstract (English): | This paper presents a rereading of experiences in Latin American schools committed to "improving peaceful coexistence." Our interest is to analyze these experiences according to the concept of school convivencia, within a framework of the discursive community of cultural policy. This community defines convivencia as the processes and results of efforts to construct lasting peace in schools through pedagogical and administrative practices that are inclusive, equitable, and participative, and that address conflict through dialog. The cases are from two studies that collect experiences from six countries, as self-managed efforts of innovation in school administration. The exercise shows the relevance of using a comprehensive, operational concept of school convivencia, which permits guiding the analysis and identifying, among diverse innovative strategies and teaching methods, the practices of inclusion, equity, and participation aimed at strengthening students' educational processes, as well as community cohesion. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este trabajo presenta una relectura de experiencias de escuelas latinoamericanas comprometidas con "mejorar la convivencia". Nuestro interés es analizarlas desde un concepto de convivencia escolar que se enmarca en la comunidad discursiva de la política cultural y que la define como los procesos y resultados de los esfuerzos por construir una paz duradera en las escuelas, a través de prácticas pedagógicas y de gestión: inclusivas, equitativas y participativas, que atienden de manera dialógica el conflicto. Los casos provienen de dos investigaciones que recuperaron experiencias de seis países, como esfuerzos autogestivos de innovación en la gestión escolar. El ejercicio mostró la pertinencia de utilizar un concepto comprehensivo y operacional de convivencia escolar, el cual permitió guiar el análisis e identificar, en medio de diversas modalidades y estrategias innovadoras, las prácticas de inclusión, equidad y participación orientadas a fortalecer los procesos educativos de las y los estudiantes, así como la cohesión comunitaria. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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