Resilient pedagogy to prevent violence in the rural school of face to the mental health of teachers and students
Journal Title: Revista Cuarzo - Year 2020, Vol 26, Issue 1
Abstract
Introduction. Violence and conflict have been present in social, political and daily life of people for generations, it has permeated educational contexts as well, in special the rural ones, it concerns these communities to a great extent which deals to an ample effect in their mental health. Given that fear, hopelessness and handicap to face such unfavorable situations that lead to a relational incertitude. Objectives. Propose resilient pedagogical alternatives in the rural educational environment, in order to confront the violence in its diverse manifestations, promoting the construction of peaceful scenarios in favour of teachers and students’ mental health. Method. Based on a qualitative hermeneutic approach, which allowed participants to identify the beliefs about violence, as well as the types of violence, that teachers and students in Cordoba’s rural schools reckon. Results. It was found out that school violence is adopted as an alternative between students as a means to gain respect among members of the school community; this represents a naturalization of violence in schools, families, communities and in the whole country itself. Conclusions. It is necessary to implement strategies with foundations in the Resilient Pedagogy, with the aim to transform those beliefs of violence in schools, due to its growth in terms of frequency and aggressivity.
Authors and Affiliations
Castañeda Cantillo, A. , & Vargas Rodríguez, G.
Keywords
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- EP ID EP694582
- DOI https://doi.org/10.26752/cuarzo.v26.n1.458
- Views 207
- Downloads 1
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