Convivencia escolar y procesos intergeneracionales : encuentros y tensiones

Abstract

This article aims to support from a philological, philosophical, and theoretical basis, as well as from a reflexive analysis, school coexistence and intergenerational processes. The methodological component is based on reflexive and analytical techniques, to unveil the theoretical treatment of the authors in relation to the constructs studied, so that researchers can generate due inferences and interpretations. The results of the conceptual analysis of coexistence and generation allow us to understand its etymological profile and explore the different meanings, unraveling two contradictory facts, but at the same time complementary and necessary in the framework of school coexistence and the generational process: encounters and tensions, which act as an unsustainable foundation of different construction processes. On the other hand, the theoretical analysis carried out allows interweaving realities on which coexistence and intergenerational processes are based within the school context. It concludes by recognizing these processes from the dialogic framework, as one of the main alternatives for an adequate coexistence, by favoring the encounter of its actors, through a relational, cultural, ideological and symbolic sharing.