Percepciones de docentes de educación básica media sobre la convivencia escolar en instituciones urbanas fiscales de Cuenca

Abstract

School coexistence represents the ideal of life pursued by the members of an educational community, with the primary goal of coexisting in a peaceful and democratic manner. This kind of cohabitation is characterized by the establishment of healthy, inclusive, diverse, and respectful surroundings. Values, communication, following the rules, positive social relationships amongst students, and promptly resolving issues are all essential elements of these settings. Within this context, the main objective of this research project was to find out middle-school teachers' perceptions regarding school coexistence. A qualitative approach using a phenomenological design was employed to accomplish this. The data collection instruments employed in the study involved semi-structured interviews with male and female middle-school teachers from two fiscal institutions located in the urban area of Cuenca. The findings reveal that educators emphasize the value of school coexistence in fostering an atmosphere that supports instruction and learning. Nevertheless, they also point out the existence of issues, including psychological aggressiveness like bullying and interpersonal conflicts that take the form of verbal and physical hostility. When faced with these issues, educators acknowledge their essential role and suggest that discourse and mediation are important means of addressing and resolving the problems at hand.