La convivencia escolar desde las prácticas sociales.

Abstract

This papper shows the results of five year of investigation, collecting data of theoretical and field sources around the regulation of school life as school coexistence. We apply Pierre Bourdieu’s cathegorical system with emphasis in social practices. Likewise, we made an approach in levels, international, national, institutional to the closest leve lof social agents at the school, considering that some of the ideas in these levels shape the educational structure and within, we can comprehen a topic like school life as school coexistence, that have eco in a town like Mosquera in Colombia, answering the main question: how are they made, what senses are assigned and what strategies generate the social practices in school coexistence, at public schools of secondary school level in Mosquera? According to this, the general objective is to understand the way they are carried out, the senses that are assigned and the strategies generated by social practices in relation to school coexistence in public secondary schools in Mosquera, breaking down into four specific objectives as they are: to establish the different interests that students and teachers have for remaining in the school field in public schools of Mosquera; identify the way in which the educational policy on school coexistence in public schools at the secondary level of Mosquera appears, in norms, plans, programs and projects of the national and municipal level; to recognize the explicit and tacit agreements and norms, as well as the institutional procedures, in public schools at the secondary school level in Mosquera which define the official version of the school coexistence, and to determine what logic underlies them and characterize the strategies that they carry out students and teachers in their social practices to position themselves in the school field and the way this affects the coexistence in secondary schools in Mosquera. 7 The methodology used included documentary review of primary sources, semi-structured interviews, focus groups and field observation, generating a file with theoretical and field data, choosing three public schools in the municipality of Mosquera Cundinamarca, at the secondary level, with groups of teachers and students, as well as individual interviews. We found that school life is the result of an epochal change in the understanding of social relations in the school where girls, boys and adolescents are recognized as subjects of rights, highlighting that life in school is a whole universe that does not reduce to the application of regulations, although this is also part of the school culture.