La resolución de conflictos en una institución educativa oficial del municipio Bajo Baudó– Chocó : dinámicas de los docentes y comprensión de los mecanismos

Abstract

This study, carried out at the Hernando Palacios Agricultural and Livestock Educational Institution, located in the village of Belén de Docampadó in the municipality of Bajo Baudó, Chocó, examines teachers' interactions and methods for resolving conflicts that arise among students. The research approach focused on various perspectives of conflict resolution, ranging from the positivist technocratic vision, interpretative hermeneutics, the critical perspective, to the use of the dialogic method based on dialogue, mediation, negotiation and due process in the context of comprehensive strategies to address school coexistence. The study involved the participation of 17 teachers, who completed a survey that included 33 situations of coexistence with multiple responses. After analyzing the data obtained, it was possible to identify the strategies used by teachers to resolve conflicts, as well as their approach to each case and their understanding of the conflict resolution mechanisms. As a result, a support strategy was proposed for both teachers and the institution, with the aim of improving the management of coexistence and contributing to the solution of problems faced by students. In this sense, the creation of a School Community Council for Coexistence was proposed in each of the institution's sites, just as in the cultural territories of Choco there are Community Councils, with the intention of effectively and positively facing conflicts, combining educational regulations with the ways of resolving conflicts in the local communities. This study provides a detailed vision of the challenges and possible solutions related to school coexistence in a multicultural and socially complex environment. The inappropriate behavior of students, characterized by symbolic and direct aggressions, typical of the conflicts, conflicts and violence experienced in the territories, generates a negative impact on the educational community. These behaviors are rooted in various factors, such as the habits that are lived in the socio-cultural environments of their homes and communities, there is a diverse school population that belong to communities with different cultures and that are influenced by the presence of illegality, the lack of institutions and the authority of illegal groups. In the present research, it will be possible to identify the dynamics of teachers and the understanding of the mechanisms of conflict resolution, when dealing with situations of coexistence that turn into conflicts, originated among students of the Hernando Palacios Agricultural and Livestock Educational Institution, in the village of Belén de Docampadó in the municipality of Bajo Baudó, Chocó. An analysis is made of the ways in which teachers resolve such situations from different perspectives of conflict resolution, such as: the visions of understanding them, positivist technocratic, interpretative hermeneutics and critical perspective. As well as the dialogic method based on dialogue, mediation and negotiation; and the due process that must be carried out within the framework of the integral routes of attention to school coexistence. Research conducted with teachers. The target population of this research were 17 teachers, who responded to a survey constructed with coexistence situations that had multiple answers (four options), a total of 33 situations, each with a hypothesis that allowed characterizing: the visions of understanding the situation (13 situations), the dialogic method (11 situations) and due process (9 situations). The interpretation made after the data collection, allows us to look at the ways in which teachers resolve conflicts between students in the educational institution, their dynamics in each case and the understanding of the conflict resolution mechanisms in each of the situations raised, and establishes a proposal for teacher and institutional accompaniment that seeks to improve the attention route to coexistence and contribute to the resolution of difficulties between students. In this attention route, and taking elements from the context of the community of Belén de Docampadó, as a result, the creation of a School Community Council of Coexistence is proposed in each of the schools, with the aim of reducing and resolving the conflicts that arise in the students in order to address effectively and positively the resolution of conflicts, articulating what is established in the current educational regulations and the forms of conflict resolution in the local communities.