Prácticas comunicativas: elemento articulador para la cultura democrática en el liceo chicó campestre

Abstract

This research explores communicative practices at Liceo Chicó Campestre as an articulating element in the construction of a democratic culture. Using a qualitative approach, it analyzes the interactions between teachers and students in both academic and everyday contexts, addressing aspects of coexistence, conflict resolution, and the meaning of school spaces. The study identifies how communicative practices produce, reproduce, or limit democratic values, highlighting tensions between normative structures and alternative forms of communication promoted by the educational community. Furthermore, it compares students' and teachers' perspectives on democracy, revealing differences in their understanding and application. The research concludes that despite certain limitations, these practices foster the construction of an inclusive and participatory culture, with the potential to redefine the role of communication in school life.