SCHOOL COEXISTENCE AND THE TEACHER-STUDENT RELATIONSHIP AT LUIS CARLOS GALÁN SARMIENTO SCHOOL, CÚCUTA

Abstract

This article is based on the analysis of a master's thesis whose general objective was to design pedagogical strategies to strengthen coexistence and the teacher-student relationship in the sixth grade. The specific objectives included identifying weaknesses in coexistence and applying and evaluating implemented strategies to improve coexistence and interpersonal relationships. For the research, a mixed-methods approach was used, combining qualitative and quantitative methods, and surveys, interviews, and didactic workshops were applied to collect data and assess school coexistence. The master's project was carried out with sixth-grade students at the Luis Carlos Galán Sarmiento School. Initially, frequent conflicts such as insults, pushing, and aggressive attitudes were observed both in the classroom and during breaks. Through the "Opening Spaces for Unity" proposal, didactic workshops, interviews, and surveys were conducted, which allowed for a better understanding of the situation. Gradually, the students showed changes: they learned to dialogue, manage conflicts without violence, and strengthen mutual respect. The results demonstrated an improvement in school coexistence and teacher-student relationships, creating a more harmonious and safe environment. As a conclusion, the implementation of the thesis led to a change in strategies by the school's teachers, which strengthened student learning and provided a more pleasant educational climate. The students actively participated in the proposals and were engaged because they found them novel.