School coexistence for citizenship in the light of the dimensions declared by UNESCO: perception of the students of the second cycle.
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Keywords
School life, citizenship, students, inclusion, democracy, education for peace.
Abstract
The present study seeks to evaluate school coexistence for citizens in its dimensions of Inclusion, Democracy and Peace in students of the second basic cycle of two establishments with high vulnerability indicators. For the present study, an instrument validated by Chaparro, A., et al (2013) of the Autonomous University of Baja California was used. According to Kerlinger and Lee (2002) The research is non-experimental in nature. According to Hernández, R .; Fernández,
C. and Baptista, P. (2003) is descriptive. His approach was quantitative (Tamayo, 2004). The sample of students to whom the questionnaire was applied was made up of 292 students.
The main results were that there is a respectful treatment of teachers to students, that there are
teaching actions of good treatment and support for students with difficulty and that there is mutual trust between students and teachers. As aspects to be improved, it is shown that even if
the relationships between teachers and students are good, there is no equitable treatment with the students and no promotion of collaborative work among students is perceived.
References
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Daniel Sáez Sotomayor, Osorno College
Professor of Basic Education (University of Los Lagos) Master of Educational Sciences (University of Los Lagos); PhD student in Management Education and Management (Private University of Tacna). Diploma in School Coexistence Management (Instituto Profesional IACC) Professor Osorno College.