Percepciones de profesionales educativos en relación al concepto, acciones y actores clave asociados a la convivencia escolar

Abstract

The different logics of educational professionals regarding the concept of School Coexistence cause ambiguities in schools and polysemy in conceptualizations that are not managed in the same way, reflecting in daily actions and the key actors involved in it. This study analyzes the perceptions of the concept, actions and key actors of school coexistence (within the framework of the National Policy) from a qualitative approach, developing semi-structured interviews with 10 different professionals and a focus group with 2 members of the management team and 3 of the school coexistence team of a special modality establishment in the region of Valparaíso, Chile. Based on the results obtained, the conclusion stands out that the policy is widely rooted in conflicting regulatory approaches, pointing to various conceptualizations, from the coexistence that is wanted to be achieved to the forms of coexistence that are wanted to be avoided. Although it is evident that there is a general institutional lack of knowledge about the School Coexistence Policy, as its normative conception is broad, there is coherence with the perceptions of professionals.