Analysis of school coexistence from the psychological, legal and pedagogical perspective in Colombia
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Abstract
School Coexistence in Colombia is addressed under the guidelines of a legal and pedagogical framework in which the need to promote a greater articulation of the contributions of Psychology is evidenced. The article develops a critical analysis derived from the main normative guidelines in Colombia for the pedagogical intervention in school coexistence, such as the Political Constitution (1,991), Law 115 (1,994) and Law 1620 (2013); as well as the official documents pertaining to the pedagogical framework that are used in the orientation of educational establishments for the development of learning environments that favor the institutionalization of citizen competencies. It is proposed to integrate the scientific contributions from the Psychology in consistency with the legal and pedagogical guidelines to enable an approach with greater interdisciplinarity of the school coexistence in Colombia that favors education for peace.
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