Revista Iberoamericana de la Educación, Vol - 8 No. 3, July - September 2024

e-ISSN: 2737-632x

Pgs 14-28

* Msc. Corporación Universitaria

Iberoamericana,

gjimenezp@ibero.edu.co,

https://orcid.org/0009-0009-9469-

3955

* Msc. Corporación Universitaria

Iberoamericana,

svalen28@ibero.edu.co,

https://orcid.org/0009-0001-9864-

7560

* MSc. Universidad de

Guayaquil (ECUADOR)

sara.anaguanop@ug.edu.ec,

https://orcid.org/0000-0002-

4473-2719

Received: March, 2024

Approved: June, 2024

DOI:

https://doi.org/10.31876/

ie.v8i12.269

http://www.revista-

iberoamericana.org/index.

php/es

How to cite:

Jiménez, G., Valencia, S.

Anaguano, S. (2024)

Strengthening school

coexistence through ancestral

knowledge. Revista

Iberoamericana De

educación, 8 (3).

Strengthening school coexistence through

ancestral knowledge

Reforzar la convivencia escolar a través de los conocimientos ancestrales

Reforçar a convivência escolar através dos saberes ancestrais

Gina Katherin Jiménez Palacios*

Sonia Valencia Gonzalez*

Sara Lorena Anaguano Pérez*

Abstract

The general objective of this research project is to strengthen the

school coexistence of the students of the Jaime Roock Educational

Institution, El Caimito, rural area of the district of Buenaventura,

through a pedagogical strategy based on ancestral knowledge. A

qualitative approach of participatory action research is used. The

target population is made up of 15 Afro-descendant students from 6

to 14 years of age, belonging to socioeconomic strata 1 and 2. The

research is developed in four phases: planning and design, where the

specific objectives are established and the pedagogical strategies that

implement gamification with 5 ancestral games that involve values

are designed; data collection, which includes the application of

surveys, semi-structured interviews and observation; data analysis,

where the information collected is categorized and compared; and

interpretation and conclusions, where significant conclusions are

drawn, the impact of the implemented pedagogical strategy is

evaluated and recommendations are made to strengthen school

coexistence. The results highlight the identification of disruptive

behaviors and the positive impact of the ancestral pedagogical

proposal on school coexistence. The intervention provided a

practical environment for conflict resolution, promoting respect for

rules and awareness, supported by the collaboration of teachers and

parents.

Keywords: School coexistence; ancestral knowledge;

interculturality; peace chair.

Resumen

El presente proyecto de investigación tiene como objetivo general

fortalecer la convivencia escolar de los estudiantes de la Institución

Educativa Jaime Roock, sede el Caimito, zona rural del distrito de

Buenaventura, a través de una estrategia pedagógica basada en los

Revista Iberoamericana de la Educación, Vol - 8 No. 3, July - September 2024

Strengthening school coexistence through ancestral knowledge

saberes ancestrales. Se utiliza un enfoque cualitativo de investigación

acción participativa. La población objetivo la forman 15 educandos

afrodescendientes de 6 a 14 años, pertenecientes a estratos

socioeconómicos 1 y 2. La investigación se desarrolla en cuatro

fases: planificación y diseño, donde se establecen los objetivos

específicos y se diseñan las estrategias pedagógicas que implementa

la gamificación con 5 juegos ancestrales que involucran valores;

recolección de datos, que incluye la aplicación de encuestas,

entrevistas semiestructurada y la observación; análisis de datos,

donde se categorizan y comparan las informaciones recabadas; e

Interpretación y conclusiones, donde se extraen conclusiones

significativas, se evalúa el impacto de la estrategia pedagógica

implementada y se plantean recomendaciones para fortalecer la

convivencia escolar. Los resultados destacan la identificación de

comportamientos disruptivos y el impacto positivo de la propuesta

pedagógica ancestral en la convivencia escolar. La intervención

ofreció un entorno práctico para resolver conflictos, promoviendo el

respeto por las normas y la conciencia, respaldada por la

colaboración de docentes y padres.

Palabras clave: Convivencia escolar; saberes ancestrales;

interculturalidad; cátedra para la paz

Resumo

O objetivo geral deste projeto de investigação é reforçar a

convivência escolar dos alunos da Instituição Educativa Jaime

Roock, El Caimito, zona rural do distrito de Buenaventura, através

de uma estratégia pedagógica baseada nos conhecimentos ancestrais.

Utiliza-se uma abordagem qualitativa de investigação-ação

participativa. A população-alvo é constituída por 15 alunos

afrodescendentes entre os 6 e os 14 anos de idade, pertencentes aos

estratos socioeconómicos 1 e 2. A investigação desenvolve-se em

quatro fases: planificação e desenho, onde se estabelecem os

objectivos específicos e se desenham as estratégias pedagógicas que

implementam a gamificação com 5 jogos ancestrais que envolvem

valores; recolha de dados, que inclui a aplicação de inquéritos,

entrevistas semi-estruturadas e observação; análise de dados, onde

se categoriza e compara a informação recolhida; e interpretação e

conclusões, onde se retiram conclusões significativas, se avalia o

impacto da estratégia pedagógica implementada e se fazem

recomendações para reforçar a convivência escolar. Os resultados

evidenciam a identificação de comportamentos disruptivos e o

impacto positivo da proposta pedagógica ancestral na convivência

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Strengthening school coexistence through ancestral knowledge

escolar. A intervenção proporcionou um ambiente prático para a

resolução de conflitos, promovendo o respeito às regras e a

conscientização, apoiada na colaboração de professores e pais.

Palavras-chave: Convivência escolar; saberes ancestrais;

interculturalidade; cadeira da paz.

INTRODUCTION

School coexistence, as a fundamental human right and an essential

component of educational policies, is evidenced in the "Education

for All" initiative, a proposal agreed upon by UNESCO Member

States in the year 2000, which establishes educational goals to

guarantee universal access to quality education. Among these goals

is the promotion of safe school environments conducive to learning.

This implies fostering peaceful coexistence and mutual respect

among members of the educational community (López, 2014). The

initiative recognizes that school coexistence is not only crucial for

the well-being of students, but also significantly influences their

academic performance. Therefore, promoting an inclusive and

harmonious school environment becomes a central objective to

achieve the educational quality standards established at the

international level.

According to Debarbieux (2003) cited by López (2014) in Latin

America the discussion on school coexistence is intertwined with

educational policies, including the trend towards punitive

environments and pressure for standardized academic results. These

policies can negatively affect school climate and increase socio-

school exclusion. On the other hand, Leyton (2020) concentration

studies in Chile, Colombia, Mexico and Argentina on school

coexistence mostly show the imposition of strict disciplinary

measures as a response to conflict resolution. However, the lack of

initial teacher training in coexistence is an important gap identified

by these studies. Despite these challenges, the promotion of

democratic values and inclusion emerge as crucial pillars to address

these issues in Latin American schools.

Since 2015 in Colombia has the law of school coexistence, this

legislation establishes the ''National System of School Coexistence

and Training for the Exercise of Human, Sexual and Reproductive

Rights and the Prevention and Mitigation of School Violence'', with

the aim of creating safe environments respectful of the rights of

students (MEN, 2015). The law includes the creation of an attention

route for cases of school violence, a single national information

system to report these cases and the possibility of granting incentives

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Strengthening school coexistence through ancestral knowledge

to institutions that promote positive coexistence. In addition,

sanctions are established for those who do not comply with

coexistence expectations. This legislation recognizes the

relationship between school violence, dropout and the high rate of

teenage pregnancy, seeking to strengthen strategies to prevent

dropout and ensure that all people can access quality education.

However, the report of the Laboratory of Economics of Education

(LEE) of the Javeriana University, based on data from the Program

for International Student Assessment (PISA) of 2018, Colombia

presents worrying figures in relation to school bullying. The

Bullying Exposure Index, created by the Organization for Economic

Co-operation and Development (OECD), places Colombia as the

country with the second highest exposure to bullying among Latin

American OECD member countries, after the Dominican Republic.

The analysis reveals that 32% of Colombian students aged 15

reported having suffered some type of bullying in their schools,

compared to the OECD average of 22%. In addition, 12.2% of

students indicated having been victims of theft or vandalism by other

students, 11.2% were physically assaulted, 15.9% were intentionally

excluded from activities, 18.1% were teased and 10.6% were

threatened by other students (Pontificia Universidad Javeriana, n.d.).

These figures significantly exceed the OECD averages in each of

these categories.

The Jaime Roock Educational Institution, El Caimito, in the rural

area of the district of Buenaventura, is not exempt from the above

mentioned problems that impact school coexistence. This institution

is deeply affected by the armed conflict that plagues the region. With

approximately 80% of the students being face-to-face victims of this

conflict, characterized by the presence of illegal groups that

perpetuate acts of extreme violence, such as atrocities, massacres,

extortions and confrontations, the educational community faces a

challenging reality. This situation has a devastating impact on the

lives of children in formation, who, despite the adversity, come to

school in search of a safe environment conducive to their integral

development.

The Caimito Educational Institution is under the direction of a single

teacher who implements the new school methodology, allowing the

integration of students in multi-grade classrooms. However, due to

persistent violence, the number of students has been significantly

reduced from 28 to only 15. This complex problem is palpably

manifested in the school environment, where fights, quarrels,

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Strengthening school coexistence through ancestral knowledge

bullying, bullying, theft, use of inappropriate language and

intolerance among students can be observed.

Despite this scenario of conflict and violence, the school community

preserves a valuable cultural richness, rooted in ancestral practices

typical of its context. Given this reality, the need arises to address

the problem of school coexistence from a perspective that recognizes

and values these ancestral practices as potential tools for the

promotion of peace and peaceful coexistence in the institution.

Therefore, the research problem is focused on the following

question: How to strengthen the school coexistence of the students

of the Jaime Roock Educational Institution, El Caminito, rural area

of the Buenaventura district through a pedagogical strategy based on

ancestral knowledge?

Several authors have addressed similar problems such as the work of

Carranza et al. (2021), "Saberes ancestrales: una revisión para

fomentar el rescate y revalorización en las comunidades indígenas

del Ecuador" (Ancestral knowledge: a review to promote the rescue

and revalorization in the indigenous communities of Ecuador),

stresses the importance of protecting and promoting ancestral

knowledge in the Ecuadorian indigenous context. This knowledge

covers essential aspects such as environmental preservation,

agriculture, traditional medicine, handicrafts, mother tongues and

ancestral gastronomy, contributing significantly to the identity and

culture of the communities. Integrating this knowledge into

pedagogical strategies is vital to strengthen school coexistence and

revalue local culture, reinforcing the connection between education

and community.

Aragón A. (2019), in his research on school coexistence from social

education, emphasizes the need to address school conflicts beyond

bullying, proposing mediation and conflict resolution techniques to

improve the educational environment. This approach highlights the

importance of intervening from the beginning in wrongdoing to

prevent serious situations, obtaining good results in the solution of

school problems. These findings support the implementation of a

comprehensive pedagogical strategy that addresses conflicts from

different perspectives, promoting a more harmonious educational

environment.

The research by Roncancio et al. (2017), focused on emotional

intelligence and school coexistence in second grade students,

demonstrates how emotional intelligence positively influences

coexistence. Emotional expression, the role of adults and

coexistence are closely connected in the school experience. These

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Strengthening school coexistence through ancestral knowledge

results support the proposed pedagogical strategy, highlighting the

need to enhance students' emotional skills to improve school

coexistence and create a more inclusive and supportive educational

environment.

The study by Valderrama (2018), explore the influence of school

coexistence on human development and values in eighth grade

students in Bogota. This study evidences negative behaviors and lack

of human development, highlighting the importance of family

influences in the formation of values. The research highlights the

need to identify and address the problems in parenting patterns that

affect the formation of students. This approach is relevant to

characterize students and strengthen school coexistence in the

current educational context, providing a valuable frame of reference

for future research.

The official website of the Ministry of Education states that in

Colombia education is an integral process that encompasses the

permanent, cultural and social formation of the person. This

conception, rooted in the dignity, rights and duties of each

individual, implies guaranteeing an educational environment free of

violence, where pedagogical practices take place in a climate of

peace and respect, as established in Article 20 of the Political

Constitution of Colombia. It is crucial to recognize that peace is not

only a fundamental right, but also a mandatory duty, especially in

the school context, where students must enjoy this constitutional

right.

In line with this vision, Law 1620 of 2013 promotes education for

peace, citizenship skills and respect for diversity, with the aim of

forming active individuals who are aware of their rights. It is

essential to highlight that school coexistence is affected by various

social factors, such as isolation and geographic distance in rural

areas, which can manifest in a lack of social interaction among

students and hinder the development of social skills. In addition,

limited access to educational and health services in these areas

deepens social gaps and affects the quality of life and development

of children.

The law also emphasizes respect and appreciation of diversity,

without discrimination based on gender, sexual orientation, ethnicity

or physical condition. Given this reality, it is necessary to propose

comprehensive solutions that involve communities, governments,

organizations and educational institutions to improve access to

essential services and promote community participation, in order to

create inclusive and peaceful educational environments.

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Strengthening school coexistence through ancestral knowledge

The Jaime Roock Educational Institution, located at the Caimito site

in the rural area of the district of Buenaventura, fully complies with

the legal framework and the guidelines established by the Ministry

of Education. In this sense, the research was fundamental in the

context of the institution, since it sought to strengthen school

coexistence with a pedagogical proposal through ancestral

knowledge. To carry out this project, the educational institution

provides both the personnel and the necessary resources, thus

guaranteeing the success and effectiveness of the initiative.

The specific objectives include characterizing school conflict in the

institution by identifying its manifestations, causes and

repercussions on student coexistence; designing a pedagogical

proposal that promotes student coexistence through ancestral

knowledge; implementing this pedagogical strategy in multi-grade

students; and evaluating the impact of the implemented pedagogical

proposal.

Law 1620 (2013) and Decree 1965 (2013) establish the "National

System of School Coexistence and Training for Human Rights,

Education for Sexuality and the Prevention and Mitigation of School

Violence" Emphasizing on school coexistence refers to the set of

relationships, interactions and dynamics that take place within an

educational community, including students, teachers, administrative

staff and parents, for a positive school coexistence implies mutual

respect, tolerance, peaceful conflict resolution and the promotion of

an inclusive and safe learning environment.

Decree 1038 (2015) in accordance with Law 1732 (2014),

establishes the chair for peace in Colombian educational institutions.

In order for the learner to interact in spaces free of violence, leading

to conceptualize peace as a state of tranquility, harmony and absence

of conflict, both at interpersonal level and at the level of societies

and communities, this action involves the non-violent resolution of

disputes, respect for human rights and the promotion of social

justice. From Freud's psychoanalytic perspective: From Freud's

psychoanalytic perspective, according to Berger (2016) it is

emphasized that unconscious experiences and desires rooted in

childhood are fundamental in the formation of personality and have

influence on the behavior and thinking of people throughout their

lives, i.e., that contexts of violence in childhood can generate

behaviors and attitudes that affect relationships with others.

Tirzo and Guadalupe (2010) point out that "cultural dynamics

involve processes of an internal nature, those that allow group

knowledge to be shared and that are presented as fundamentally

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Strengthening school coexistence through ancestral knowledge

intergenerational educational processes: mother tongue, customs,

traditions, myths, rituals, food and group history are examples

present in every social group" therefore ancestral knowledge is an

intrinsic part of the training process in the members of these

communities, and it is also included as a training strategy as an axis

in coexistence in peace, since ancestral knowledge is knowledge,

traditions, practices and beliefs transmitted from generation to

generation within a community, often over centuries. This

knowledge is rooted in the culture and history of a specific group

and may include knowledge about traditional medicine, agriculture,

rituals, cultural values, mythology, and other aspects of daily life.

Ancestral knowledge are practices, methods, experiences, skills,

abilities, signs and symbols rooted in the culture of communities and

transmitted from generation to generation (Suarez, 2024). UNESCO

(2001) stresses the relevance of traditional and ancestral knowledge

as an enriching heritage for all humanity, fostering dialogue and

preserving cultural diversity. However, historically, this knowledge

has been marginalized by colonial logics of power and knowledge.

In this context, the ecology of knowledge proposed by De Souza

(2004) promotes an inclusive dialogue between proper and universal

knowledge, generating new epistemologies and broader epistemic

communities. This approach recognizes the importance of the oral

transmission of ancestral knowledge, which endures through time as

a historical legacy. The valuation and legitimization of this

knowledge contributes to a broader and more diverse understanding

of human knowledge, thus enriching the cultural heritage of

humanity.

According to Gaitán (2013), gamification is a learning technique that

transfers the mechanics of games to the professional educational

environment to obtain better results, either by absorbing knowledge

more effectively, improving skills or rewarding specific actions,

among other objectives.

The game model really works because it motivates students, fosters

greater engagement and stimulates a sense of achievement. A series

of mechanical and dynamic techniques extrapolated from games are

employed, focusing on student performance. according to Gaitan

(2013) mechanical techniques are ways of rewarding the user based

on the objectives achieved. Some of these techniques include:

Point accumulation: A numerical value is assigned to various actions

and these points are accumulated as they are performed.

Level escalation: A series of levels are established that the user must

pass in order to advance to the next level.

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Strengthening school coexistence through ancestral knowledge

Obtaining prizes: Prizes are awarded as recognition for reaching the

objectives, forming a sort of "collection".

Gifts: These are goods or rewards that are given to the player for free

when a specific objective is met.

Rankings: Users are organized into rankings or categories according

to the points or objectives they have achieved.

Challenges: Competitions between users, where the best

performance is rewarded with points or rewards.

Missions or challenges: Consists of solving or overcoming a

proposed challenge, either individually or as a team.

Some of the most commonly used dynamic techniques include

reward, status, achievement and competition.

Regarding game strategies, Hazas (2014) cited by Magdalena

(2019) highlights the importance of establishing clear objectives

before designing the game, focusing on a specific and motivating

challenge, establishing clear rules, adapting the difficulty of the

game to the students' level of mastery, and promoting healthy

competition through cooperative games. In addition, Vygotsky

(1984) proposes that play plays a fundamental role in the

development and control of psychological processes. According to

his theory, play acts as the guiding activity that drives children's

social, affective, and intellectual development.

MATERIALS AND METHODS

This research is based on a qualitative approach that allows us to

analyze the interactions and experiences of those involved in the

Jaime Roock Educational Institution. This approach allows

obtaining detailed data rich in interpretations, providing a deep

contextualization of the environment and capturing unique

experiences. In addition, it offers a "fresh, natural and holistic" view

of the phenomena studied, as well as great flexibility in its

application (Hernández, Fernández, & Baptista, 2014). The Action

Research method will be used to address school conflict and improve

coexistence. This approach involves the community and seeks to

transform problematic sociocultural realities through the active

participation of those involved.

The population to intervene is formed by 15 students belonging to

the Afrodescendant ethnic group, composed of boys and girls with

ages ranging from 6 to 14 years old; located in the El Caimito branch

of the Jaime Roock Educational Institution, rural area of the Raposo

River in the Special District of Buenaventura. The non-probabilistic

sample is composed of 5 students of the Jaime Roock Educational

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Strengthening school coexistence through ancestral knowledge

Institution, including those who present situations of coexistence and

excluding those who are frequently absent from the institution due

to certain situations.

The research includes direct observation and semi-structured

interviews. The implementation of the pedagogical proposal is done

through gamification and observation and survey techniques. The

evaluation of the impact is done through the semi-structured

interview.

RESULTS

Most students perceive an improvement in coexistence, especially

highlighting the incorporation of more games for recess and the

promotion of respect among classmates by learning about different

cultures. However, some indicate that it has not improved

significantly, but they feel more integrated in the activities. The

strategy has also generated greater awareness of how to manage

conflicts, evidenced by the fact that students now inform teachers

when they feel offended by their peers.

The implementation of the strategy has contributed positively to

students' perception of the importance of resolving conflicts

peacefully. Most participants feel more confident and responsible for

keeping the peace at school. In addition, they have developed skills

to communicate their feelings and opinions without resorting to

violence, evidencing a deeper understanding of the diversity of

opinions and the importance of dialogue.

The results show a slight but clear evolution in the way students deal

with conflicts, reflecting a greater willingness to communicate, listen

and seek solutions. They have expressed ideas associated with skills

to handle conflict situations in a calmer manner, demonstrating

greater empathy. In addition, there is an increase in confidence to

ask the teacher for help when needed.

Students have mixed opinions about the strategy. Some find it cool

and exciting because of the opportunity to learn new and different

things, while others find it not very interesting. However, most

recognize the importance of the strategy for learning about and

respecting cultural traditions and also that they agree with what

parents teach them.

The students express that they have experienced positive changes in

the way they interact with their peers, evidencing greater enthusiasm

and connection. They feel more comfortable sharing experiences and

traditions, which has strengthened the bonds between them and

fostered a greater appreciation of cultural diversity in the school.

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Strengthening school coexistence through ancestral knowledge

Student suggestions include incorporating more activities to learn

about other cultures, holding team games and additional talks on

conflict resolution, as well as including parents in more school

activities. They also express interest in having more time to share

family stories and learning how to communicate better in conflict

situations. These suggestions aim to deepen the positive impact of

the strategy on the school community, promoting peaceful

coexistence and respect for cultural diversity. The traditional games

used in the pedagogical proposal not only promoted coexistence

among students, but also facilitated the development of social and

emotional skills. This result is consistent with Vygotsky's theory

(1984) where he emphasizes the importance of play as the practical

setting for the cognitive and social development of students.

On the other hand, although the results of the intervention of the

pedagogical proposal show an improvement in school coexistence

and conflict management, some students still express a certain

degree of dissatisfaction or lack of interest in the pedagogical

strategy. This discrepancy could be attributed to individual or

contextual factors that were not fully addressed in the design of the

proposal. This aspect should be complemented with contributions

from Dewey, who highlights the importance of adapting educational

strategies to the specific context of the students, suggesting the need

for greater personalization and flexibility in the implementation of

the proposal.

The participation of parents in school activities not only

strengthened the ties between the school and the community, but also

provided students with a practical and meaningful learning

experience, coincides with the study by Roncancio et al. (2017) in

which the influence of adults in the development of emotional

intelligence was evidenced.

Another important aspect to consider is the transformation observed

in students throughout the implementation of the pedagogical

strategy. The results show a greater awareness of how to handle

conflicts peacefully, as well as an increase in confidence to

communicate their feelings and opinions. This transformation

reflects the positive influence of the pedagogical proposal on the

socioemotional development of students, which is consistent with

Kohlberg's theory of moral development (Triglia, 2016) which

indicates that individuals go through different stages of moral

development, and the practical experience of resolving conflicts can

contribute to the advancement of students in these stages as

evidenced in the implementation of the pedagogical proposal.

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Strengthening school coexistence through ancestral knowledge

Including ancestral knowledge such as values, games and stories in

education is a strategy to promote peaceful coexistence, which is in

line with the vision of Tirzo and Guadalupe (2010) on the essential

role of this knowledge in the formation of communities. However,

students also show a marked interest in exploring games from other

cultures, which evidences an openness to diversity. These interests

complement each other to propose a strategy that integrates both

approaches in education, as it can significantly enrich the learning

experience and strengthen school coexistence.

The rules of the game and classroom pacts are fundamental to

strengthen coexistence and foster the socioemotional development

of students. This idea coincides with the perspective of Hazas

(2014), who highlights the importance of establishing clear rules to

promote healthy competition. Both the rules of the game and

classroom compacts provide the necessary structure and establish

regulations for interaction among students. However, it is essential

to recognize that, although both aspects share the common goal of

fostering peaceful coexistence, each focuses on different aspects of

school coexistence and ethics. While the rules of the game focus on

the organization of recreational activities, the classroom pacts

address a broader situation of expected behaviors and attitudes

within the school environment.

The presence of foul language, derogatory words and aggressiveness

in play are normalized aspects in the personality of rooted students

and intervention should be greater from the perspective of Stassen

(2016), who highlights the lasting influence of childhood

experiences on personality formation and interpersonal relationships

throughout life. This influence can significantly affect students'

development of social and emotional skills, shaping their attitudes

toward respect and empathy, and their ability to resolve conflicts

constructively.

CONCLUSIONS

The implementation of the pedagogical strategy based on ancestral

knowledge in the Jaime Roock Educational Institution, El Caimito,

rural area of the district of Buenaventura, represents a considerable

advance in the strengthening of school coexistence and the

promotion of values of respect and tolerance in the educational

community. This proposal offers numerous possibilities for

application in other similar educational contexts. One of the main

applications of this strategy lies in its ability to recognize and value

the ancestral knowledge of different communities, which allows a