El perdón en la convivencia escolar
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
El perdón en los últimos años, ha adquirido especial importancia para las negociaciones y los acuerdos de paz, seguido de un conflicto. En el ámbito educativo, con el regreso a las clases presenciales, los eventos conflictivos entre estudiantes también han reaparecido. El artículo tiene por objetivo, identificar los beneficios del perdón en la convivencia escolar. Para ello, se realizó una revisión sistemática de publicaciones científicas, de los últimos 4 años, en las principales bases de datos; como Scopus, EBSCO, ProQuest, Scielo, entre otros, usando como descriptores perdón, convivencia escolar, solución de conflictos. Se concluye, que la práctica del perdón en el ámbito educativo, brinda numerosos beneficios para la convivencia escolar usando los criterios de inclusión y exclusión de PRISMA. Como conclusión se tiene que los docentes en su práctica pedagógica abordan el perdón emprendiendo procesos de resolución de conflictos, en situaciones que se consideren perdonables, dialogando con el ofensor que debe reparar el daño y con el ofendido que tiene la oportunidad de perdonar.
In recent years, forgiveness has acquired special importance for negotiations and peace agreements following a conflict. In the educational field, with the return to face-to-face classes, conflictive events among students have also reappeared. The article aims to identify the benefits of forgiveness in school coexistence. For this purpose, a systematic review of scientific publications of the last 4 years was carried out in the main databases such as Scopus, EBSCO, ProQuest, Scielo, among others, using as descriptors forgiveness, school coexistence, conflict resolution. It is concluded that the practice of forgiveness in the educational environment provides numerous benefits for school coexistence using the inclusion and exclusion criteria of PRISMA. The conclusion is that teachers in their pedagogical practice approach forgiveness by undertaking conflict resolution processes in situations that are considered forgivable, dialoguing with the offender who must repair the damage and with the offended who has the opportunity to forgive.
In recent years, forgiveness has acquired special importance for negotiations and peace agreements following a conflict. In the educational field, with the return to face-to-face classes, conflictive events among students have also reappeared. The article aims to identify the benefits of forgiveness in school coexistence. For this purpose, a systematic review of scientific publications of the last 4 years was carried out in the main databases such as Scopus, EBSCO, ProQuest, Scielo, among others, using as descriptors forgiveness, school coexistence, conflict resolution. It is concluded that the practice of forgiveness in the educational environment provides numerous benefits for school coexistence using the inclusion and exclusion criteria of PRISMA. The conclusion is that teachers in their pedagogical practice approach forgiveness by undertaking conflict resolution processes in situations that are considered forgivable, dialoguing with the offender who must repair the damage and with the offended who has the opportunity to forgive.
Description
Vol. 7, No. 30