Tras las pistas de la convivencia: Una propuesta pedagógica para el fortalecimiento de las relaciones interpersonales

Abstract

In educational institutions everything that is important in order to have a solidary coexistence has been neglected; the follow-up and compliance of orders and rules that ensure keeping the classroom fully available, without taking into account the feeling and thinking of the other, seeing it as an equal, and not on the contrary, as a rival, is prioritized. In response to this need and in the search to build more humane pedagogies, this research project aims to create a pedagogical proposal to improve coexistence through sensitive experiences that help children recognize the other as a being who deserves respect, starting with self-respect and the environment in which they live. To carry out the proposed objective, the investigation of different authors who contribute theoretically and conceptually to the present project was carried out, providing a broad research support, among them Maturana (2001; 2002; 2003), Durkheim (2002), Goleman (2002,2006), Dewey (1934), among others. Additionally, this research has methodological strategies that allowed its development and systematization, in this way it has a critical-social investigative approach, accompanied by a qualitative paradigm, taking into account that it is a purely pedagogical proposal. Which is assumed in the Educational Action Research, presented by Elliot (1990), as a research model. Finally, it is concluded by specifying the scope of the pedagogical interventions and the implementation of this research, while it was possible to make significant contributions to the construction of assertive interpersonal relationships, based on respect, solidarity and empathy, on the part of boys and girls. Likewise, sensitive experiences are recognized as a pillar in early childhood education, since they allow a critical and reflective encounter with others and the other - the environment, materials, etc.-, in which a shared and built perception of the world, generating significant experiences that positively enhance the interaction and affective relationships that occur in the classroom.