Inteligencia emocional, bienestar subjetivo y clima escolar para una cultura de paz
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2018
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INIE
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El objetivo del estudio fue Comprender la construcción de los significados que tanto docentes como estudiantes le atribuyen a su experiencia de interacción en el aula y la escuela en relación con el clima escolar, bienestar subjetivo y gestión de las emociones para la transformación de los ambientes escolares hacia una cultura de paz. La investigación se llevó a cabo en dos instituciones educativas, que aceptaron participar en esta investigación luego de conversar con las direcciones de las instituciones. El criterio que se utilizó para seleccionarlas fue por conveniencia, por encontrarse en el área metropolitana, con facilidad de acceso y bajo costo. Una de estas instituciones correspondió al sector público y la otra al sector privado. La población con la que se desarrolló el estudio partió de una consulta a las docentes interesadas en permitir que su grupo fuera observado y que además se trabajara en diferentes momentos con los y las estudiantes. Por esta razón, los grupos con los que se trabajó son diversos en edad y grado escolar. La población total consistió en 4 docentes, 2 psicólogas y 218 estudiantes .El procedimiento metodológico seguido en esta investigación consideró las siguientes acciones: Observación no participante del Centro escolar, entrevista semi-estructurada con las docentes interesadas y talleres con los niños y niñas: Entrevista a los menores a partir de su definición de paz, y elaboración de dibujos relacionados con el tema de la paz y la vida de la escuela. Las conclusiones y recomendaciones fueron las siguientes: Las niñas y niños de este estudio conciben la paz en dos líneas: intrapersonal e interpersonal. Al respecto de lo intrapersonal, la paz se entrelaza con un estado interior de bienestar: “estar tranquilo” Lederach (2000). Al respecto de lo interpersonal se relaciona con el respeto y ausencia de conflicto. Esto es “no hacer bullying”, “no pelear” o “no pegarse”.La institución escolar puede fortalecer la idea de la paz como bienestar colectivo, una visión de la paz en términos prosociales. En esta línea, la creación de experiencias solidarias, de preocupación por los otros, se hace necesaria en la formación de las personas menores de edad. Del mismo modo, es importante indagar acerca de las concepciones de paz en educadores pues son ellos quienes, en el contexto escolar, tienen la responsabilidad de transmitir una idea de paz más allá de la ausencia de conflicto manifiesto o de la tranquilidad individual, pues en este estudio el bienestar social e individual van de la mano. Una recomendación es ampliar el estudio a docentes en formación y en ejercicio para conocer sus concepciones de paz y contribuir con una transmisión de paz más amplia que la ausencia de conflicto en las aulas. Desarrollar estrategias de formación y reflexión acerca de lo que significa una cultura de paz basada en experiencias de compromiso y solidaridad entre todos los miembros de la sociedad en centros educativos.
ABSTRACT: The objective of the study is to understand the construction of the meanings that both teachers and students attribute to their experience of interaction in the classroom and school in relation to the school climate, subjective well-being and management of emotions for the transformation of school environments Towards a culture of peace. The research was carried out in two educational institutions, which agreed to participate in this research after talking with the addresses of the institutions. The criterion used to select them was for convenience, because it is located in the metropolitan area, with ease of access and low cost. One of these institutions corresponded to the public sector and the other to the private sector. The population the study was developed with was based on a consultation with teachers interested in allowing their group to be observed and also work at different times with students. For this reason, the groups we worked with are diverse in age and grade level. The total population consisted of 4 teachers, 2 psychologists and 218 students. The methodological procedure followed in this investigation considered the following actions: Non-participant observation of the School Center, semi-structured interview with interested teachers and workshops with children: Interview to minors based on their definition of peace, and drawing up pictures related to the theme of peace and school life. The conclusions and recommendations were the following: The girls and boys of this study conceive peace in two lines: intrapersonal and interpersonal. Regarding the intrapersonal, peace is intertwined with an inner state of well-being: "be calm" Lederach (2000). Regarding the interpersonal, it is related to respect and absence of conflict. This is “don't bully,” “don't fight,” or “don't stick.” The school institution can strengthen the idea of peace as a collective well-being, a vision of peace in prosocial terms. Along these lines, the creation of solidarity experiences, of concern for others, becomes necessary in the training of minors. In the same way, it is important to inquire about the conceptions of peace in educators because they are the ones who, in the school context, have the responsibility of transmitting an idea of peace beyond the absence of manifest conflict or of individual tranquility, because in This study social and individual welfare go hand in hand. One recommendation is to extend the study to teachers in training and in exercise to know their conceptions of peace and contribute to a wider transmission of peace than the absence of conflict in the classroom. Develop training and reflection strategies about what a culture of peace means based on experiences of commitment and solidarity among all members of society in educational centers.
ABSTRACT: The objective of the study is to understand the construction of the meanings that both teachers and students attribute to their experience of interaction in the classroom and school in relation to the school climate, subjective well-being and management of emotions for the transformation of school environments Towards a culture of peace. The research was carried out in two educational institutions, which agreed to participate in this research after talking with the addresses of the institutions. The criterion used to select them was for convenience, because it is located in the metropolitan area, with ease of access and low cost. One of these institutions corresponded to the public sector and the other to the private sector. The population the study was developed with was based on a consultation with teachers interested in allowing their group to be observed and also work at different times with students. For this reason, the groups we worked with are diverse in age and grade level. The total population consisted of 4 teachers, 2 psychologists and 218 students. The methodological procedure followed in this investigation considered the following actions: Non-participant observation of the School Center, semi-structured interview with interested teachers and workshops with children: Interview to minors based on their definition of peace, and drawing up pictures related to the theme of peace and school life. The conclusions and recommendations were the following: The girls and boys of this study conceive peace in two lines: intrapersonal and interpersonal. Regarding the intrapersonal, peace is intertwined with an inner state of well-being: "be calm" Lederach (2000). Regarding the interpersonal, it is related to respect and absence of conflict. This is “don't bully,” “don't fight,” or “don't stick.” The school institution can strengthen the idea of peace as a collective well-being, a vision of peace in prosocial terms. Along these lines, the creation of solidarity experiences, of concern for others, becomes necessary in the training of minors. In the same way, it is important to inquire about the conceptions of peace in educators because they are the ones who, in the school context, have the responsibility of transmitting an idea of peace beyond the absence of manifest conflict or of individual tranquility, because in This study social and individual welfare go hand in hand. One recommendation is to extend the study to teachers in training and in exercise to know their conceptions of peace and contribute to a wider transmission of peace than the absence of conflict in the classroom. Develop training and reflection strategies about what a culture of peace means based on experiences of commitment and solidarity among all members of society in educational centers.
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EDUCACIÓN PRIMARIA, EDUCACIÓN PARA LA PAZ, INTELIGENCIA EMOCIONAL, BIENESTAR DEL ESTUDIANTE, CULTURA DE PAZ, PRIMARY EDUCATION, EDUCATION FOR PEACE, EMOTIONAL INTELLIGENCE, STUDENT WELFARE, PEACE CULTURE