Los manuales de convivencia en la perspectiva Normativa, pedagógica y jurisprudencia

Abstract

The following monograph traces the manuals of coexistence from three perspectives: the normative, pedagogical and educational, and jurisprudential in order to identify their notions, functions and components in the speeches and pronouncements. Each of the perspectives analyzes aspects that reveal senses, meanings, scopes and limits that contribute to a better and greater understanding of the role of coexistence manuals with respect to the school curriculum, training and learning, and fundamental rights of the educational community. In the normative perspective, the legislator, based on constitutional rights and duties, defines a path in law for the regularization of pedagogical and educational practices for educational institutions. In the pedagogical and educational perspective, three views are recognized: one that deals with the historical transit of the manual of coexistence as a device of power; the analyzes that define it as a pedagogical strategy, in which learning is directly related to coexistence, and the third one, narrows the relationship between school-city with an ethical accent towards the formation of citizenship and that is collected through the collective pacts. The jurisprudential perspective, unlike the previous ones, is only activated if there is a plaintiff seeking protection of the right. However, the pronouncements are motivated in the two perspectives previously exposed, with a special emphasis on education as a fundamental right and other related rights.