Estrategias pedagógicas para desarrollar la resiliencia como proceso de mediación en la mitigación de conflictos escolares
The theoretical foundation starts from the referents of current evolutionary psychology, in order to establish a dialogue between theory and reality addressed by different authors in relation to school conflicts, resilience and pedagogical strategies; that allow to harness levels of resilience. Thus...
- Autores:
-
Fontalvo Fontalvo, Estefanía
Hernández Doria, Zoranny
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/4921
- Acceso en línea:
- https://hdl.handle.net/11323/4921
https://repositorio.cuc.edu.co/
- Palabra clave:
- Resiliencia
Conflictos escolares
Estrategias pedagógicas
Resilience
School conflicts
Pedagogical strategies
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The theoretical foundation starts from the referents of current evolutionary psychology, in order to establish a dialogue between theory and reality addressed by different authors in relation to school conflicts, resilience and pedagogical strategies; that allow to harness levels of resilience. Thus, the operationalization of the objectives was carried out under the quasi-experimental design; incorporating the administration of pre-tests to the groups that make up the experiment. During this process, the pretest test technique is implemented, executing some pedagogical intervention activities in one of the fifth grade groups in order to develop a later comparison of resilience levels in the two groups, evaluating the impact that they can have. have the activities applied. The instrument is a questionnaire; called "Resilience questionnaire for children" (González, N. 2011). In this way it is feasible to develop the project because there is a clear problem that it is necessary to intervene; In addition, the theoretical references show the relevance of the subject. The results show a better performance in the test of the experimental group, the students have had a growth in relation to the evaluated factors, and they exceed those obtained by the control group; showing a behavioral change when building a more harmonious coexistence in his classroom; which indicate an acceptance of the hypothesis. |
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