La evaluación de los planes de convivencia para la reflexión de la práctica educativa

Abstract

Addressing school coexistence has been the subject of numerous investigations along with various actions directed at the different audiences of the educational community. However, conflicting situations continue to occur in centers that perpetuate and enhance other issues that, if addressed through prevention and appropriate intervention, would be managed as natural. Therefore, it is of special relevance to consider the use of a reflection process around the coexistence in the centers in which the entire school community is included: management and education teams, management-services personnel, managers, families and social entities related to the school and, of course, the students. We present the evaluation processes of coexistence plans as the propitious for these processes of reflection, highlighting those strengths and weaknesses in which we have to focus. With its use by the entire educational community, clarity is provided on the path of change necessary for an environment of positive coexistence that enables student development.

For this reason, it is demanded the necessary participation of all the people involved in the life of a center, a greater involvement and training in basic elements related to the evaluation that allow them to obtain information to deepen the discovery of an education that foments the desired social cohesion. We know that coexistence, as a framework for the promotion of social cohesion, is a fact that must be addressed in schools. For this, it is prescriptive to establish a concrete coexistence plan that includes the participation of the entire school community and in which it is planned and carried out by the community as well, as part of the reflection process and improvement thereof