Publicación: Estrategias educativas para la promoción de la convivencia escolar
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Starting from a humanistic perspective, the model of an educational institution was analyzed against the development of strategies for the promotion of school coexistence in the light of the contributions of two structured interviews applied to educational agents of the academic unit participating in the study. The contrast between the reported context and the theoretical-investigative references considered, allowed to visualize the institutional dynamics against the prevention of situations that generate school violence, from the interpretation of psychosocial factors, context, family and social structure. The results evidenced the use of a pattern of pastoral, spiritual, family and conciliation accompaniment in the cases of violence identified in the institution. It is concluded that the above generates contributions to the understanding of traditional forms of intervention in the phenomenon of school violence, from a multidimensional approach to the context-dependent individual, which requires an ecosystem of collaboration and mutual help.