Abstract

ARANCIBIA MUNOZ, María Luisa. Diagnosis and Intervention in Schools from Living School Policy and Human Rights Approach. Rev. Actual. Investig. Educ [online]. 2014, vol.14, n.3, pp.111-130. ISSN 1409-4703.

The purpose of this article is to describe and reflect on the key interventions that were part of School Coexistence Project, implemented in educational institutions in the district of Chiguayante, in the framework of the fund to support the Community Management Plan Municipal Public Security. This project was part of a research design action as intended to contribute to the transformation and educational praxis. The most important results of the diagnostic phase of the school project realize toxic climates in schools, in terms of communication, conflict management, empathy and living spaces. From these findings are several interventions in schools following the guidelines of the policy of school life and the human rights approach. On line training key educational actors, circuit training was implemented in theoretical and practical mode with the teaching staff. Training spaces and reflection on school life for the student population were also generated in the line of awareness and dissemination to parents and guardians, gave information and tools on prevention of violence. On improving physical living spaces were built seating, mural design, beautification group classrooms and the construction of a meeting room for students. The most important conclusion about interventions based on the need to discuss and highlight the policy of coexistence in schools and on the other hand, the human rights approach is applied transversely in schools, trying to educate for peace, tolerance and acceptance of cultural diversity.

Keywords : Intervention of project; school coexistence; human rights; living spaces; Chile.

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