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How to Cite
School coexistence: Perceptions of education professionals belonging to the Ñuble region
Yasna Anabalón Anabalón
Faculty of Health and Social Sciences, Universidad de Las Américas
Marcela Concha Toro
Faculty of Education and Humanities, Universidad del Bío-Bío
Nelly Lagos San Martín
Faculty of Education and Humanities, Universidad del Bío-Bío
Carlos Ossa Cornejo
Faculty of Education and Humanities, Universidad del Bío-Bío
Emmanuel Vega Román
Faculty of Natural Sciences and Oceanography, Universidad de Concepción
DOI: https://doi.org/10.54517/esp.v9i4.2168
Keywords: peaceful coexistence, education population, basic education, formal education, comprehension, Ñuble region
Abstract
The objective of this study was to describe the perceptions of school coexistence in primary and secondary school teachers from establishments in the Ñuble region. The methodology applied was quantitative, descriptive in nature and transectional in nature. The sample was made up of 51 participants to whom an open-response questionnaire was applied in online format under the Google forms platform. Among the results, it was found that school coexistence is understood as a permanent interaction between the various educational agents associated with values such as respect, empathy, active listening, solidarity, responsibility, understanding of emotions and tolerance. There is a tendency to use a socio-emotional approach over others. While, the documented dimensions are related to curricular pedagogy, organizational-administrative, participatory and conflict management. It is essential to implement tools and strategies to promote interpersonal relationships between the various actors of the institution and thus mitigate or correct problems of this nature.
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