Lúdica y convivencia: conjunción de posibilidades para maestras(os).

Abstract

This article presents the results of the research project “Playful Experiences and Coexistence: Teacher Training and Transformation”, in which thinking sessions were implemented from a playful and dialogic perspective to teachers from three rural institutions in the department of Boyacá, in Colombia. The purpose of this study was to redefine the components of school coexistence, its importance, and ways of occurrence in pedagogical practices. Thus, the research assumes a qualitative perspective, where interviews were conducted as a data collection instrument, and Atlas.ti software was used as an analysis tool. The emerging categories of the research were: meanings around school coexistence, training in school coexistence, context-rurality philosophical practices in childhood. As a conclusion, it is highlighted that the playful experiences represent an impulse to generate coexistence environments around the self-care, care for the others and from the other; therefore, it is necessary to establish strategies that provoke feelings of fullness and emancipation, to wonder, question and think what the resolution of conflicts and healthy school coexistence is.