Percepciones de estudiantes de cuarto y quinto de educación básica sobre la convivencia escolar

Abstract

The present research work focuses on school coexistence as a crucial aspect for the well-being of students at school, in terms of relationships among peers, with the teacher and the family. Among the priorities of educational institutions is the training that allows "living with others". However, during the pandemic, specifically in the virtual teaching-learning process, interactions between the students and the teacher changed for two years due to the shift in communication through digital platforms. Based on these facts, and in order to know how school coexistence is taking place after one year of the returning to face-to-face education, the objective of this study was to describe the perceptions of Basic Education regarding school coexistence from sociodemographic data, and the positive and negative dimensions of school coexistence in a public school in the city of Cuenca. The research was quantitative of descriptive type, nonexperimental, 156 students of fourth, fifth and sixth grade of basic education participated to answer the questionnaire of School Coexistence, by Del Rey et al. (2017). The results showed that the sociodemographic characteristics do not alter positive or negative perceptions of school coexistence, students in general perceive coexistence without aggression. Nevertheless, there is still a high disruptiveness in the classroom during the learning process.