New meanings of school coexistence: systematization of participatory action research experience with teachers

Abstract

The systematization is presented of a Participative Action Research (PAR) experience titled “New Meanings of School Coexistence”, in the framework of a workshop directed to middle school teachers in Morelos, Mexico. This workshop was applied to develop a teacher participation space to promote critical reflection, resignification of the educational practice and construction of pedagogical strategies that could be directed to promoting new ways to coexist in schools. A critical psychosocial focus was used to approach coexistence from a political sense based on life in common through their own possibilities for social transformation. At first, the systematization methodology approaches theoretical and practical fundamentals of the PAR, and next, it describes the Action Research Plan. After that, the processes of sensitization, training, appropriation and actions promoted by the PAR are analyzed in teachers, and lastly, contributions of the experience are described for theoretical reflection and intervention in school coexistence. It is seen that the systematization of experiences is a methodology that allows taking a critical and textualized look at the intervention accomplished and that this process contributes new knowledge to the theoretical and practical sphere to extend reflection on coexistence in the educational setting, mainly teacher training.