Pedagogía Comunitarista. Construcción de Cohesión Social en el Contexto Educativo a partir de la Amistad, como una alternativa de Inclusión Sociocultural y Convivencia
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Date
2021-12-10
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Corporación Universitaria Minuto de Dios
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Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
Este trabajo de grado realiza una propuesta educativa orientada a mejorar los procesos convivenciales y de inclusión sociocultural en un espacio escolar. La propuesta se estructura a partir de diferentes conceptos y reflexiones que emergen desde la pedagogía crítica, la filosofía política comunitarista, el pensamiento decolonial y la experiencia de trabajo como docente de aula en escuela pública de educación básica secundaria y media. Para tal fin, se señalan los límites de mecanismos legales tales como la Ley de Convivencia Escolar 1620 de 2013, que sirven de fundamento para diseñar los manuales de convivencia con los cuales los centros educativos buscan regular la vida escolar, cuestionándose su carácter formal e insuficiente en muchas ocasiones, para solucionar los conflictos y problemas convivenciales de los estudiantes.
Así, con base en la revisión de algunos antecedentes de investigaciones, de los diferentes referentes conceptuales mencionados y de los resultados obtenidos con el proceso de investigación, se elabora la propuesta denominada: “pedagogía comunitarista”, fundamentada en la generación de espacios para la construcción de relaciones de amistad en un sentido éticomoral. Esta propuesta se constituye en una alternativa de convivencia que se construye a partir del fortalecimiento de las relaciones cotidianas de los estudiantes, que les permite tener una autoconcepción grupal de tipo comunitario en torno a la noción de un “nosotros diverso e incluyente” que les permite superar el individualismo, enfrentar las situaciones de exclusión sociocultural y buscar de manera colectiva diferentes concepciones del bien común.
This research Project develops an educative proposal focused on the improvement of school coexistence and sociocultural inclusion in an educational spot. The proposal has been structured from different concepts and reflexions which emerge from critical pedagogy, the communitarianism politic philosophy, the decolonial thought and the experience as a classroom teacher in public schools of high school. For this purpose, limits of legal mechanisms, such as Law of school coexistence 1620, 2013, have been pointed out as fundamentals to design the coexistence codes, that are used by educative institutions to regulate the school life, questioning its formal and sometimes insufficient nature to solve conflicts and coexistence issues of students. Then, based on research analysis and literature review of the different conceptual references mentioned before and from the outcomes that have been obtained from research process, it has been develop the proposal that has been called: “communitarianism pedagogy”, supported in the opening of a space for friendship relationships building in an ethical-moral sense. This proposal constitutes a coexistence alternative which is built as from the strengthening of day-to-day relationships among students that allows them to have a group self-conception with a communitarist basis which encompass a notion of “we diverse and inclusive” that allows them to overcome individualism, to face social and cultural exclusion issues and to find out collectively different conceptions of community well-being.
This research Project develops an educative proposal focused on the improvement of school coexistence and sociocultural inclusion in an educational spot. The proposal has been structured from different concepts and reflexions which emerge from critical pedagogy, the communitarianism politic philosophy, the decolonial thought and the experience as a classroom teacher in public schools of high school. For this purpose, limits of legal mechanisms, such as Law of school coexistence 1620, 2013, have been pointed out as fundamentals to design the coexistence codes, that are used by educative institutions to regulate the school life, questioning its formal and sometimes insufficient nature to solve conflicts and coexistence issues of students. Then, based on research analysis and literature review of the different conceptual references mentioned before and from the outcomes that have been obtained from research process, it has been develop the proposal that has been called: “communitarianism pedagogy”, supported in the opening of a space for friendship relationships building in an ethical-moral sense. This proposal constitutes a coexistence alternative which is built as from the strengthening of day-to-day relationships among students that allows them to have a group self-conception with a communitarist basis which encompass a notion of “we diverse and inclusive” that allows them to overcome individualism, to face social and cultural exclusion issues and to find out collectively different conceptions of community well-being.
Description
Analizar cómo la construcción y el fortalecimiento de la cohesión social basada en la amistad en su sentido ético-moral contribuye en el mejoramiento de los procesos de inclusión sociocultural y convivencia de los estudiantes de grado décimo de la jornada mañana del Colegio Distrital Carlo Federici de la localidad 9 de Fontibón
Keywords
Comunitarismo, Amistad, Pedagogía crítica, Cohesión Social, Inclusión sociocultural, Convivencia, Communitarianism, Friendship, Critical Pedagogy, Social Cohesion, Social and Cultural Inclusion, Coexistence