El valor del respeto en el Plan de Convivencia Armónica Institucional en el subnivel de Básica Media de la escuela Luis Cordero Crespo

Abstract

This degree project aims to strengthen the value of respect among educational actors in the basic sub-level of the Luis Cordero Crespo educational institution, since the practice of values in educational institutions has been seen as a necessity to build environments that contribute to the educational process and a better coexistence among the entire educational community. Given the nature of the research, the qualitative approach was applied, with a social-critical paradigm through an action-research method, which is of a descriptive nature, since teachers' and students' conceptions of institutional documents, school coexistence and respect in the educational institution are analyzed and detailed. Data was collected through surveys with open questions, semi-structured interviews, anecdotal records and focus groups. The results show that the students have little knowledge of the institutional documents, specific to the Code of Institutional Coexistence and the Plan of Institutional Coexistence, whereas teachers recognize what they are, but do not know their structure and functionality. Furthermore, it was found that the actors recognized the importance of having an adequate school coexistence based on the practice of respect as a fundamental value, although, in students it was identified that the value is not always practiced, given the observed problems. From the diagnosis, case-based learning was proposed as a technique to promote and strengthen the practice of this value, in order to contribute to the construction of a better school coexistence. The results were that, for students and teachers, CBL allows reflection and awareness on the need to prioritize respect towards other people, who through focus groups emphasized the usefulness of CBL as a means to recognize its importance and put into practice the respect. The research process resulted in case-based learning being a technique that allows reflection, problem analysis, the teaching of values and the strengthening of the practice of respect value in students.