Keys for Development of a Plan for Living Together with Harmony in Schools, From an Integral Intervention Framework

摘要

This article shows the main conclusions of a piece of research conducted at a Secondary School in Madrid (Spain). Its purpose was to determine and verify how (coexistence)"Convivencia" approaches have been put in practice form global intervention frameworks, such as the Integrated Model (Torrego, 2006, 2008), and to identify key aspects for the development of plans for "convivencia"(living together in harmony) in schools.It is a qualitative study (a case study design) where analysis of documents and data techniques have been combined, interviewing various members of the educational community. The interest of the case is that the school deals with "convivencia" in a global perspective according to the integrated model. This school highlights the good results obtained in the improvement of "convivencia" (living together) in recent years.The findings highlight the importance of addressing "convivencia" in a comprehensive perspective according to the characteristics of context, that include aspects of the curriculum, specific structures for the improvement of "convivencia" and the promotion of democratic participation of the educational community. It is also evident the need of a specific training in "convivencia", the central role of the tutorial and cooperative methodologies. The identified aspects which need further development are: the generalization of training in "convivencia" to all students, deepening in curricular measures, improvement of tutoring and the generation of appropriate resources to intervene in cases of students with difficulties.