Coexistence, School Climate, and Basic Education: possible paths to overcome violence

Abstract

This article aims to address the issue of school climate and coexistence from the perspective of better understanding the relational processes that materialize in daily school life, within the scope of Basic Education and its implications for learning. We start from the assumption that learning processes are interconnected with the social practices of coexistence that express the possibilities of interpersonal and group relationships formed in the school environment. To this end, we will analyze: a) educational data that present the impasses experienced in schools through the advancement of extreme and violent actions; b) the relevance of the concept of school climate in the evaluation of relational practices in their various dimensions; c) principles for understanding ethical and participatory education; d) proposals for actions to improve the quality of school relationships and the teaching-learning process. The construction of educational practices centered on participatory, supportive, caring, and democratic actions enables the creation of a school climate that fosters expanded forms of coexistence, learning, and management.