INFORME DE INGLES DE ESPECIALIDAD YEIMY

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School conflict 
MODULE: SPECIALITY CERTIFICATE 
WEEK TWO 
TEACHER: LORENA OSORIO 
STUDENT: YEIMY SEPULVEDA 
 2 
CONTENTS 
 
Introduction ................................................................................................................. 3 
Development ..................................................................... ¡Error! Marcador no definido. 
Conclusion ................................................................................................................... 5 
Bibliography ..................................................................... ¡Error! Marcador no definido. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 
Introduction 
 
In this research, you will be able to see the intervention in the social area, about a school 
coexistence between students of ten and fourteen years old from a rural school in the 
commune of Maule, and a follow up of the report. 
From the field of social work, groups can be intervened to generate improvements in the 
quality of life of those in the educational community. 
The school coexistence is a reality that is present in the daily lives of students in which 
they must learn to live together and relate to each other on a day-to-day basis. 
The concept of the school coexistence is a criterion to be used, since several concepts 
enter from the emotional, physical, and behavioral. 
This is a project that will emphasize and develop how to improve relations in the 
educational fields, considering the difficulties that the subject of school coexistence has, 
we will see how to conduct an intervention from the specific objectives and general 
objective, which will allow us to conduct a work plan. 
A few years ago, this problem was not identified in rural educational establishments. This 
was due to the low access to social networks of the students. 
In this intervention, we seek that the educational community can generate awareness in 
current education and how socialization was in the eighties and nineties, where school 
coexistence did not have the relevance, it has today with multidisciplinary teams that 
make up with a psych pedagogy and social worker, which seek to complement emotional 
education in the educational community. 
 
 
 
 
 
 
 4 
Development 
Contextualization of the social Project. 
The school “love and hope” of the commune of Maule, has a problem with coexistence in 
children between ten and fourteen years old, which has led to a bad school environmental 
vibe. 
Problem to address. 
The strategy of this intervention can address the entire educational community, students, 
parents, and teachers. This action seeks to improve school coexistence. 
The inappropriate behavior of the students has led to manifest physical, verbal, and 
psychological behaviors. 
These behaviors have caused conflicts and crisis in the students. 
General objective: Generate a healthy school coexistence in the students between ten 
and fourteen years old of the school “love and hope”. 
Specific objectives: 
• Promote school rules in educational spaces. 
• Develop instance of teamwork of parents, students, and teachers. 
• Reduce the factors that interrupt healthy school coexistence. 
Methodology: 
In this stage, work will be done with the educational community, generating strategies to 
generate a healthy school coexistence. 
The first step: authorization will be requested from the school management. 
Second step: educational workshops with parents and guardians will be created. 
Third step: there will be meetings with teachers and students, where they will remember 
what the ancient times were like in the behavioral training of the 1990s. 
Fourth step: the perception of the participants in this educational program will be 
evaluated. 
Final step: it will be remembered in educational videos, how was the interaction of the 
educational community in the eighties where the country lived a climate of stress in the 
educational context. 
 
 
 5 
Conclusion. 
We understood that this intervention in the educational area is important since we can 
generate conditions for improvements in the quality of life of the educational community, 
both behaviorally and emotionally. 
The importance of this theme is very nourishing for society since these unruly behavior 
in students during the hours of class. Many times, these aggressive behaviors come from 
the parents of the children since they have behavior patterns that are repeated. 
In the past these problems were not addressed, since the schools only had the head 
teacher and the direction of the establishment, over the years new school coexistence 
manuals were implemented, which added a new line of work. 
As a strong idea, it can be concluded that the pairs made up of a psychologist and a 
social worker, who contribute from another discipline in the social area, who promote 
human rights in students, parents, teachers, and the direction of the educational 
establishment. 
An educational community has as its main objective, to be inclusive, cohesive, 
comprehensive to improve the quality of life of the inhabitants of the educational 
establishment. 
Addressing school coexistence requires a transformation of school practices based on 
the collaboration of the different members of the school community. 
Since 2014, the schools with the best performance also have a better environment in the 
learning process, having a climate of healthy school coexistence allows students to learn 
and thus improve their school performance. 
 
 
 
 
 
 6 
Bibliography 
(educacion, 2015-2018) 
Técnicas Modelo de Gestión Intersectorial, Aulas del Bien Estar. MINEDUC, 2016. Ver 
en http://www 
C Banz - 2008 - centroderecursos.educarchile.cl 
HR Maturana - 2004 - books.google.com 
D Gutiérrez-Méndez, E Pérez-Archundia - Ra Ximhai, 2015 - redalyc.org