School coexistence: A look from the families

Abstract

The objective of this work was to describe the perception of school coexistence from the viewpoint of the families of the students. As theoretical support some authors like Colombo (2011), Chaux (2013), Zaitegui(2006), Ramírez (2016), López de Mesa, Et al., (2013) and Valdes & Urías (2010) were taken. Regarding the methodological aspects, the instruments were adapted from the ones proposed by Ortega and Del Rey (2002). The sample was non-probabilistic, the criteria for inclusion was being father of family of the students registered fromfirst to fifth grade in the municipal official institution  in  Sincelejo-Colombia,    also  to  assit  to  a  general  call,  where  only  58 family representatives made act of presence who are constituted in the sample. Data analysis was carried out through the useof descriptive statistics, the results show a favorable perception in the relationship between teachers and students, and however, among  students  the  situation  is  different,  presenting  a  high  percentage  of  fights, nicknames  and  insults.  And  the  breach  fornorms,  are  situations  that  disfavor  the school climate, however, most conflicts are associated with a small group of students with  disruptive  violent  behaviors  and  mistreatment,  which  affects  the  classroom climate. Faced with these situations, families suggest the need to implement a strategy for the integral improvement of coexistence that strengthens citizen competencies to guarantee   an   increase   in   the   quality   of   coexistence   that   strengthens   citizen competencies to guarantee an increase in the quality ofcoexistence.