Aportes del modelo de justicia escolar restaurativa para el abordaje de la violencia escolar en la I.E.D. Miguel de Cervantes Saavedra
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2024
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
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El proyecto de investigación examina la implementación del modelo de Justicia Escolar Restaurativa (JER) en la Institución Educativa Distrital Miguel de Cervantes Saavedra en Bogotá, ya que el modelo se desarrolla desde el año 2021 en esta institución. Se realiza por la necesidad de comprender el modelo JER en el abordaje de la violencia escolar como una “alternativa educativa que permite el tránsito de las relaciones violentas” a acciones de convivencia fundamentadas en una cultura de paz. Se desarrolla desde un enfoque cualitativo, basado en el paradigma histórico-hermenéutico, y emplea el método etnográfico, haciendo uso de herramientas como entrevistas, observaciones no participantes y grupos focales. A partir de los hallazgos, se evidencia cómo el desarrollo de las prácticas restaurativas en la institución da cuenta de la construcción colectiva de herramientas (como el botiquín de convivencia, el violentómetro y el decálogo del diálogo) que contribuyen a un manejo asertivo del conflicto a través de estrategias de diálogo, reflexión y compromisos. De igual forma, se evidencia que la creación de la figura del consejero de aula les otorga un rol protagónico a los estudiantes y les permite posicionarse como líderes capaces de mediar ante las situaciones presentadas. Adicionalmente, se observa un acompañamiento oportuno de la coordinación y orientación, ya que estos cuentan con la apropiación del modelo, el conocimiento teórico y las estrategias para activar las respectivas rutas de atención frente a las situaciones que se presenten en la institución.
The research project examines the implementation of the Restorative School Justice (JER) model at the Miguel de Cervantes Saavedra District Educational Institution in Bogotá, taking into account that the model has been developed since 2021 in this institution. This research is justified by the need to understand the JER model in addressing school violence, as an “educational alternative that allows the transition from violent relationships” to coexistence actions based on a culture of peace. It is developed from a qualitative approach based on the historical-hermeneutic paradigm and uses the ethnographic method, employing tools such as interviews, non-participant observation, and focus groups. From the findings, it is evident how the development of restorative practices in the institution accounts for the collective construction of tools (such as the coexistence kit, the violence meter, and the decalogue of dialogue) that contribute to the assertive management of conflict through strategies of dialogue, reflection, and commitments. Likewise, it is evident that the creation of the figure of the classroom counselor gives a leading role to the students and allows them to position themselves as leaders capable of mediating the situations presented. Additionally, timely support of coordination and orientation is evident, since they have the appropriation of the model, theoretical knowledge, and strategies to activate the respective care routes in the face of situations that arise in the institution.
The research project examines the implementation of the Restorative School Justice (JER) model at the Miguel de Cervantes Saavedra District Educational Institution in Bogotá, taking into account that the model has been developed since 2021 in this institution. This research is justified by the need to understand the JER model in addressing school violence, as an “educational alternative that allows the transition from violent relationships” to coexistence actions based on a culture of peace. It is developed from a qualitative approach based on the historical-hermeneutic paradigm and uses the ethnographic method, employing tools such as interviews, non-participant observation, and focus groups. From the findings, it is evident how the development of restorative practices in the institution accounts for the collective construction of tools (such as the coexistence kit, the violence meter, and the decalogue of dialogue) that contribute to the assertive management of conflict through strategies of dialogue, reflection, and commitments. Likewise, it is evident that the creation of the figure of the classroom counselor gives a leading role to the students and allows them to position themselves as leaders capable of mediating the situations presented. Additionally, timely support of coordination and orientation is evident, since they have the appropriation of the model, theoretical knowledge, and strategies to activate the respective care routes in the face of situations that arise in the institution.
Palabras clave
Violencia escolar, Convivencia escolar, Clima escolar, Justicia escolar restaurativa, Alternativa educativa, Botiquín de convivencia