La autoridad docente en la resolución del conflicto en el aula: un estudio de caso realizado desde percepción de los estudiantes de los colegios Guillermo Cano Isaza y Unión Colombia de la Secretaria de Educación del Distrito

Abstract

This research aims to determine the incidence of pedagogical authority in the resolution of conflicts developed by seventh grade students from two public schools in Bogotá. The document review in order to track the background of this investigation, allows us to asseverate that even though there are studies related to this issue, those studies have not made visible from the perception of students about the conflict, school life and teacher’s authority to intervene in the resolution thereof. In terms of methodology, this research is framed on a qualitative approach, the method chosen to give response to the overall objective, is the case study, using focus group and semi-structured interview, applied to the student population mentioned, with the purpose of collecting information for further analysis. Finally, the findings lead us to conclude that the recognition of authority in teachers is bound to the respect and the recognizance of value that they show for others. In this regard, it is important to review teaching actions willing to resolve the conflict, due to the importance of authority in consultation, so that the differences between those who share classroom space, originate debates that reveal the different points of view converging there, and potentialize respectful relationships, to promote healthy coexistence