Convivencia escolar policies in Latin America: Four perspectives for comprehension and action

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DOI:

https://doi.org/10.14507/epaa.27.3800

Keywords:

documentary research, educational policy, peaceful coexistence, comparative analysis, elementary school, high school, education and society

Abstract

Many Latin American countries have enacted policies related to convivencia escolar, where we can see different emphasis in its conceptualization. It is important to study the diversity of understandings and purposes of the policies, because there are different strategies and interventions that arise from them. In this study we analized the approaches of convivencia escolar, conducting a qualitative documentary analysis of educational policies of 18 countries of the region. The results describe four perspectives of comprehension and action for convivencia escolar: democratic, public security, infant-juvenile mental health, and managerial. Implications of each perspective for the management of convivencia escolar and for educational challenges of the region are discussed.

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Author Biographies

Macarena Morales, Centro de Investigación para la Educación Inclusiva

Investigador joven

Verónica López, Centro de Investigación para la Educación Inclusiva, Pontificia Universidad Católica de Valparaíso

Directora e Investigadora Principal del Centro de Investigación para la Educación Inclusiva y docente de la Escuela de Psicología de la Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.

Published

2019-01-21

How to Cite

Morales, M., & López, V. (2019). Convivencia escolar policies in Latin America: Four perspectives for comprehension and action. Education Policy Analysis Archives, 27, 5. https://doi.org/10.14507/epaa.27.3800

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