La alteridad como condición de posibilidad para una cultura de convivencia pacífica: un relato desde la experiencia de tres instituciones públicas en Armenia
The present work of knowledge problematizes the issue of coexistence and its relevance not only for the educational community, but for any social context. School coexistence is understood from the perspective of Humberto Maturana as that fundamental process to transform education and humanity, throu...
| Autor Principal: | Gil Arcila, Juan Pablo |
|---|---|
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura - Cali
2018
|
| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/6252 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
The present work of knowledge problematizes the issue of coexistence and its relevance not only for the educational community, but for any social context. School coexistence is understood from the perspective of Humberto Maturana as that fundamental process to transform education and humanity, through its daily doing, thinking and feeling. The way of investigating coexistence was based on the interpretation of three fundamental elements of analyses: Otherness and the place of the other, ethics and tolerance, and the social representations and narrative of the school conflict in public schools of the city of Armenia. The idea of culture of otherness in coexistence is leveraged by Emmanuel Lévinas and Humberto Maturana at the theoretical level, authors who address the concepts of otherness, recognition and relationship and who refer to other notions commonly used in school jargon such as conciliation, tolerance for difference and mutual respect. The research question that mobilized the exercise is: How does the role of school counsellors make otherness visible to generate a culture of peaceful coexistence in three public schools in the city of Armenia? And the methodological part of the work is based on the idea of the authors Nelly López and Irma Sandoval on the use of narratives through unstructured focused interviews as a technique for this qualitative research. Three fundamental elements were considered for the analysis of this work: the theory put forward, the interviews carried out and the survey to 4.051 students made by the Secretary of Education in Armenia. The narratives were constructed from the work with four school counsellors and a teacher member of the coexistence committee, in three institutions. Among the results found, the relevance of different emerging socio-effective factors that occur during a school day and which automatically permeate the behavior and thinking of the subjects participating in an educational community. Finally, it points out the need to continue investigating the issue of coexistence, which becomes a determining factor for a student to enhance their personal, cultural, academic and social skills in order to contribute to the construction of the school as a scenario of harmony between interpersonal relationships and a meeting of knowledge and academic concerns. |
|---|