Convivencia escolar para el aprendizaje y buen trato de todos: Hacia una mejor comprensión del concepto

Abstract

Like all the concepts that public policy puts in vogue, the “School Coexistence” is nowadays a polysemic construct, which many when asked to define or explain what it is that allows a “good” school coexistence, must recognize ignorance. The experience in the field shows trends: those who associate school coexistence with a warm environment, with friendly and non-violent human relations; and others that associate good coexistence with a disciplined environment, understood as being orderly, respectful, obedient to school work. Valoras UC is a program of “School Coexistence for the Learning and Good Treatment of All” of the P. Universidad Católica de Chile, proposes that school coexistence should be adjectived by the object of the school, the integral learning of all. The proposal consists of “thinking of the school as a learning community with the goal of learning and good treatment for all” (Valoras UC, 2017). The learning requires a good social relationship between peers and an affectionate bond with the teachers, both are foundational of the trust and the physiological disposition so that the neural networks related to a meaningful and comprehensive learning are activated. This means that if the coexistence in the school does not allow everyone to learn and that this be in a good treatment environment, we would not be talking about “good school life”. The Good School Coexistence should be expressed in a good climate, which allows good learning, of all.