Investigando en los contextos de la comunidad de los estudiantes como medio para la resolución de conflictos

Abstract

This qualitative action research study addresses conflict resolution among EFL seventh graders in a public school in Bogotá. By means of a pedagogical intervention the students worked collaboratively to characterize instances of school and community conflict and to propose strategies for conflict resolution. To do so, critical literacy was an essential component in the research process since it permitted students to read, the world and the word, to write about it, to ponder upon social issues and to be proactive in order to change their reality (Freire, 1987). Students’ reports and reflections and teachers field notes were the main instruments to collect data in order to answer the research question. The findings unveiled students’ recognition of some of the most relevant causes of conflict like students’ lack of social skills, bullying and gang activity. At the same time, they identified and proposed different ways to amend conflict inside and outside the school. Students´ reflections revealed that they understood the serious consequences of anger when facing a conflict. They also proposed as a strategy to be trained to develop conflict resolution skills. Moreover, the study demonstrated that including inquiry about social issues in the EFL classroom engaged students in their learning process and empowered them to be agents of change. In the same way, inquiry motivated students to explore issues of their own interests making the learning process meaningful and permitted learners to work collaboratively and responsibly.