Escuelas para la vida sistematización de una experiencia entre 2019 y 2021
| dc.contributor.author | Gómez-González, Martha Lucía | |
| dc.contributor.author | Montoya-Zuluaga, Diana Marcela | |
| dc.date.accessioned | 2024-09-09T20:43:17Z | |
| dc.date.available | 2024-09-09T20:43:17Z | |
| dc.date.issued | 2024-03-15 | |
| dc.description.abstract | El libro sistematiza una experiencia formativa orientada a prevenir violencias en contextos escolares mediante la preparación de estudiantes de último año de ciencias sociales. La propuesta responde a problemáticas ampliamente documentadas y se centra en la cualificación, acompañamiento y seguimiento de practicantes encargados de implementar programas de intervención en instituciones educativas. Como resultado, se integran tres recursos validados que, articulados, constituyen una herramienta útil para docentes, estudiantes y, potencialmente, familias, con el propósito de fortalecer una cultura de paz en comunidades afectadas por la violencia. La iniciativa genera beneficios en doble vía: por un lado, articula práctica e investigación como modalidad de trabajo de grado, integrando teoría y reflexión crítica; por otro, cualifica a estudiantes y asesores en estrategias de intervención interdisciplinarias. Asimismo, potencia competencias transversales como trabajo en equipo, sensibilidad social y análisis contextual, al tiempo que retroalimenta el currículo con aprendizajes derivados de la investigación aplicada. | spa |
| dc.description.abstracteng | The review of the literature on violence prevention in educational settings has shown the importance of the implementation of proposals parallel or linked to the school curriculum (Avilés et al., 2011; Reyzábal & Sanz, 2014; Williams, Guerra & Elliott, 1997). Thus, in several countries around the world, multiple interventions have been developed and implemented that may meet the qualities and qualities necessary to, based on evidence, contribute to the strengthening and management of skills and knowledge in the members of educational communities, so as to transform their lives and their environments. The major problems that have been most frequently addressed in educational settings are bullying, violence in intimate partner relationships among adolescents, and coexistence in school (Del Rey et al., 2017; Estévez et al., 2019; Edwards et al, 2019; Fierro-Evans & Carbajal-Padilla, 2019). National efforts to develop these specific technologies are progressing, and there are currently several proposals already validated and that have demonstrated their practical utility (Chaux et al., 2008; Duque et al., 2007; Gómez-González, 2013; Herrera et al., 2021). All this is facilitated by Law 1732 of 2014, which establishes the Peace Chair in all educational institutions in preschool, elementary and middle school as an independent subject, which seeks to ensure the creation and strengthening of a culture of peace in Colombia. In addition, it is important to remember that the Citizenship Competencies Program of the Ministry of National Education -MEN-, also provides a political-pedagogical floor for the promotion of peaceful coexistence, democratic participation, and the valuation and respect for differences. | |
| dc.format.extent | 96p. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.doi | https://doi.org/10.47286/9786287521889 | |
| dc.identifier.isbn | 978-628-7521-88-9 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12516/2295 | spa |
| dc.language.iso | spa | |
| dc.publisher | Fondo Editorial Universidad Católica de Oriente. | |
| dc.publisher.faculty | Facultad de Ciencias Sociales | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
| dc.rights.creativecommons | https://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject | Psicopedagogía | |
| dc.subject | Administración de conflictos | |
| dc.subject | Mediación de conflictos | |
| dc.subject | Sistematización de experiencias | |
| dc.subject.armarc | Ambiente escolar | |
| dc.subject.lemb | Acoso moral en la escuela | |
| dc.subject.lemb | Acoso psicológico en la escuela | |
| dc.subject.lemb | Bullying en la escuela | |
| dc.subject.lemb | Maltrato entre alumnos | |
| dc.subject.lemb | Mobbing en la escuela | |
| dc.subject.proposal | Psicopedagogía | spa |
| dc.subject.proposal | Escuelas | spa |
| dc.subject.proposal | Investigaciones | spa |
| dc.subject.proposal | Administración de conflictos | spa |
| dc.subject.proposal | Educación | spa |
| dc.thesis.discipline | Facultad de Ciencias Sociales. Psicologia | |
| dc.thesis.grantor | Universidad Católica de Oriente | |
| dc.title | Escuelas para la vida sistematización de una experiencia entre 2019 y 2021 | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_2f33 | |
| dc.type.local | Libro | |
| dc.type.redcol | https://purl.org/redcol/resource_type/LIB |