Tipologías de intervención docente en la transformación del conflicto escolar entre estudiantes de la I.E. Manuela Beltrán del Municipio de Soacha

Abstract

This research work starts from the acceptance of the conflict as a constitutive element of social relations, therefore, the school is not alien to this reality. However, and taking into consideration that the collective imagination has demonized the concept, it is necessary to identify the different perceptions that school actors have constructed about it, in order to determine whether or not this perception affects the way they are. Addressed by teachers, cases of conflict in IE Manuela Beltrán in the municipality of Soacha. Likewise, the different ways that teachers have to intervene in conflict situations that arise between students are identified, as well as each of these ways is classified into two specific methods, the traditional and the alternative, which, they emerged as a result of the observation process during field work and the application of semi-structured interviews to teachers and students. In the same way, the type of influence, positive or negative, that each of the aforementioned methods have, is determined in the students who in one way or another are involved in cases of divergence with their peers. Finally, it was possible to analyze which of the two methods has elements that respond to pedagogical training processes and therefore allow the development of social skills in students.