Desarrollo de una guía como estrategia pedagógica, orientada al análisis del conflicto escolar entre docentes y estudiantes, basada en el método de Galtung

Abstract

The school conflict can be understood as the complexity that coexistence between its active actors represents since the whole system works under the relationship and interaction between people, it is suggested that the conflict is intrinsic in the person from the very birth, now an environment where an innumerable amount of variables is contrasted as is the school, it is almost logical to think that there will be an infinite amount of conflicts within it, from here you can leave to give a representation of the conflicts within the school as Interactions between the parts of the educational community as defined by the Ministry of National Education (MEN) more explicitly, these parts are defined as students, families, teachers, teachers with guidance functions and teacher managers, where all are active actors, and represent a co-responsibility when identifying the conflict in the school. Co-responsibility speaks about the interests of the active actors in the conflict at school, these must be managed with positive authority and commitment from them. Now the school is training by nature of well-being, freedom and, above all, identity. From these conceptual qualities in the school or educational institutions, any type of violation of human relationships which are strictly necessary can generate a conflict, a structure of analysis of the school conflict between the teacher and the student is proposed where all conflicts are treated with the same importance under the use of the Galtung triangle; This method for the analysis of the conflict facilitates the generation of a map that structures the characteristics of the school context to identify variables that describe the problems of the conflict in the school and under what circumstances they are generated, focused on behavior, attitude and contradiction. It is proposed the elaboration of a pedagogical guide that links the process, the analysis of the conflict as a central axis within the educational institution, in this way favoring the teachers of the institution when identifying the context in which the student to be able to generate an action plan that improves and guarantees the adequate resolution of the school conflict.