Systematizing school community life: Student perspectives and pedagogical challenges
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Keywords
School coexistence, Bullying, Otherness, Systematization of experiences, School climate
Abstract
School coexistence is a central dimension in the holistic development of students, due to its impact on human relationships, the institutional climate, and processes of student participation. This article analyzes the dynamics of school coexistence at the Aguaclara Educational Institution, located in the municipality of Tulua, based on students’ narratives and perceptions of their daily experiences within the school. The study was developed using an interpretive qualitative approach grounded in Participatory Action Research (PAR) and the systematization of pedagogical experiences. Participants included 514 students from grades six through eleven and 12 homeroom teachers involved in the Latidos del Arte Festival pedagogical project,
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María Angélica Cardona Marín, Central Unit of the Cauca Valley (UCEVA, Colombia)
Master's degree in Pedagogy. Teacher, Central Unit of Valle del Cauca (UCEVA).
Adriana Caicedo Castillo, Central Unit of the Cauca Valley (UCEVA, Colombia)
Master's degree in Development, Peace and Citizenship. Professor at the Central Unit of Valle del Cauca (UCEVA).
Erika Johanna Sepúlveda Molina, Central Unit of the Cauca Valley (UCEVA, Colombia)
Sociologist, Master's student in Education and Human Development. Teacher, Central Unit of Valle del Cauca (UCEVA).
Cristian Andrés Millán Ramírez, Central Unit of the Cauca Valley (UCEVA, Colombia)
Master's degree in Pedagogy. Teacher, Central Unit of Valle del Cauca (UCEVA).