Resumo

OSSA CORNEJO, Carlos; FIGUEROA CESPEDES, Ignacio  e  RODRIGUEZ ROJAS, Felipe. Institutional metacognition as a tool for management improvement of school coexistence. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.3, pp.435-453. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i3.25962.

This essay aims to analyze the concept of Institutional Metacognition (IM), defined as a reflective and participating process of educative community to face conflicts and its use as a management tool of coexistence in schools. Methodological approach consists of documentary analysis of the prevailing school life policies in Chile, as well as on proposed management strategies of coexistence in schools; finally, about metacognition as institutional learning. It argues that IM is a tool that would impact on the management of coexistence, reflection, and dialogue towards the conflict, helping in participatory decision-taking. The characteristics of the IM as part of continuous improvement cycle of current proposals for diversity management are analyzed; it is done while arguing that despite having related to collaborative learning, diversity, and participation benefits, there are challenges that hinder their application to improve relationships, both internally, as a new and unknown tool, and external related features educational institutions.

Palavras-chave : school coexistence; institutional metacognition; institutional management.

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