School coexistence in a second grade elementary school group

Abstract

For a good coexistence, values must be lived. The family environment has a decisive influence on the personality of its members, it is an educational environment to which time and effort must be devoted because what the child learns at home is reflected in the school context. From there comes the interest to conduct this educational research on the topic “School coexistence in a second-grade elementary school group”, which allows to identify the factors that intervene and affect the students’ learning. In the theoretical background, the work of scholars who contribute to this subject of study is analyzed. The methodology used was under the interpretative paradigm, qualitative approach, ethnography method; the techniques used were participant observation and interview, supported with the instruments of field diary and questionnaire. For the selection of participants, students, parents, and teachers of the school group were selected, which represented the non-probabilistic sample and from which the type was chosen for convenience. Three categories were obtained in the results: school coexistence, influential factors, and learning. It was found that there is usually a good coexistence in the classroom, although there are also moments of conflict with some students, for example. When those students miss classes, the environment is more harmonious and greater learning is achieved. It is concluded that a values-based education contributes to the training of better citizens.