Teaching knowledge for coexistence in secondary schools. An analysis of two CABA institutions.
This article presents the results of a research project aimed at knowing how teachers deal with coexistence and manage conflict resolution in two secondary schools in the Autonomous City of Buenos Aires. Based on a qualitative methodological strategy, semi-structured interviews were conducted with m...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/iice/article/view/11334 |
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| Sumario: | This article presents the results of a research project aimed at knowing how teachers deal with coexistence and manage conflict resolution in two secondary schools in the Autonomous City of Buenos Aires. Based on a qualitative methodological strategy, semi-structured interviews were conducted with members of the management team and tutor teachers. In addition, tutor team meetings were observed. The teachers' testimonies highlight the value of the pedagogical-didactic work characterised mainly by bonds of respect, as well as by the trust and humour built up with the students. On the other hand, they report a better youth predisposition in those subjects that have a proposal with autonomous resolution, although they emphasise that they must continue to maintain the role of class co-ordination. The results obtained show the relevance of pedagogical-didactic knowledge for classroom managment and strengthening coexistence in schools. |
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