La convivencia escolar mediada por la experiencia artística en niños y niñas de grado segundo del Colegio José María Vargas Vila I.E.D

Abstract

This research addresses the coexistence difficulties of elementary school students. The meanings that emerge from the implementation of artistic experiences as mediation mechanisms are here analyzed, which contributes value to the coexistence of students of second year at Colegio José María Vargas Vila, located in Ciudad Bolívar District. This study has an educational action research methodology from a historical-hermeneutic approach, in which observation is a key factor to identify attitudes and feelings within students. Narratives and oral accounts of their experience are crucial in the processes that lead to the redefinition of interactions in the school coexistence. The theoretical review deals with dehumanization patterns that have a negative impact on school coexistence. It also explores the role of art as a possible means of social transformation, the importance of the experience as individual and unique for humans, the need for dialog with ‘Others’ in the construction of meanings, the redefinition as a means of transformation and change in human relations, and love as the feeling that embraces social issues and mediation as the core of human interactions. This research contributes towards favorable social interactions and good school coexistence since students learn to perform by following their principles rather than obedience norms. It can be a valuable resource for those teachers and students that are facing coexistence problems that affect the learning environment; in particular, when the use of school norms is the main resource to control their behavior.