Las prácticas docentes y su incidencia en la convivencia escolar en la Institución Educativa Fe y Alegría Granizal

Abstract

The purpose of this work is to analyze the teaching practices and their relationship with the school coexistence from the teacher's action to intervene in the situations that occur in the different institutional spaces. The methodology is based on a case study in the I.E Fe y Alegría Granizal with the participation of educational actors through semi-structured interviews, surveys, class observation and document analysis. As more relevant findings were some actions that the teacher performs in his classroom that are facilitators of coexistence. But, simultaneously, other practices are presented that foster unmotivating environments for students and that could be enablers of the conflict. In that sense, it is important to reveal the relationship that teaching practices have for the strengthening of school coexistence and promote those that have a positive impact on coexistence and that may, eventually, be references for the analyzes and reflections that arise at the local level, National and international.