No. 57 (2021): Learning to live together and living together to learn: Possibilities in a troubled world

Presentation Learning to live together and living together to learn: Possibilities in a troubled world

Verónica López, Claudia Arufe

Thematic research

Dialogue, separation, and suspension: Conflict management practices in Mexican primary schools

Cristina Perales Franco
Recess at home. Wellbeing at school through play

Valeria Acevedo, Juliana Gutiérrez, Marcial Huneeus, Margarita Puga
School coexistence and educational market? A comparative analysis between proxies and students

Karen Cardenas Mancilla, Paula Ascorra Costa
School coexistence in pandemic context: The experience of secondary school teachers

Jennifer Gómez-Gloria, Alicia Alelí Chaparro Caso-López†
Coexistence in contexts of enclosure: Significance in a school in Chile

Claudia Carrasco Aguilar, Waleska Waleska Barrera Sagredo, Gabriel Ramos Concha
School harmony before and during the pandemic. Analysis of the school experience and participation practices from the students' voices

Lucía Litichever, Denise Laura Fridman
Valuable stresses of school coexistence in catholic education

Sebastián Andrés Ortiz Mallegas, Luciano Gutiérrez Fuentes, Héctor Opazo Muñoz
Conflictive behaviors and school convivencia: Analysis from the ecological model

Azucena de la Concepción Ochoa Cervantes, Dra., Pamela Garbus, Dra., Andrea Morales Osornio, Mtra.
Experiences of student participation in contexts of crisis from an intercultural perspective

Vincent Burger, Constanza Santibañez, Kevin Sepúlveda, Carolina Urbina, Verónica López
Education for peace from an intercultural approach through playful pedagogy

María de Lourdes Vargas Garduño, Ángeles Eugenia López Herrera, Luis Ernesto Lara González
School coexistence: Review of the concept from two study cases

Héctor Manuel Rodríguez-Figueroa

Thematic essays

A School Convivencia (peaceful coexistence) Model. A framework for public policy, education, and research

Cecilia Fierro-Evans, Patricia Carbajal-Padilla
Essential, insufficient, incoherent, and instrumental: Teacher training to learn to live together

Cécile Barbeito Thonon
1, 2, 3 for the Ravine Project. Capes off to the ground

Sofía Deveaux Durán, Cynthia Elena López Valenzuela

Research articles (open section)

Educational marginalization and violence: A literacy intervention in a telebachillerato

Esbeidi Yaret Lara Reyes, Antonia Olivia Jarvio Fernández
Features of the tasks linked to the engagement to learning the trade. An approach from a workshop in work training space

Agustina María Manavella, Paola Verónica Rita Paoloni, PVRP, María Cristina Rinaudo, MCR
Teaching Spanish in primary school: Self-confrontation and analysis of practice

Blanca Araceli Rodríguez Hernández

No. 57 (2021): Learning to live together and living together to learn: Possibilities in a troubled world

Full Issue

Presentation Learning to live together and living together to learn: Possibilities in a troubled world

Thematic research

Dialogue, separation, and suspension: Conflict management practices in Mexican primary schools

Recess at home. Wellbeing at school through play

School coexistence and educational market? A comparative analysis between proxies and students

School coexistence in pandemic context: The experience of secondary school teachers

Coexistence in contexts of enclosure: Significance in a school in Chile

School harmony before and during the pandemic. Analysis of the school experience and participation practices from the students' voices

Valuable stresses of school coexistence in catholic education

Conflictive behaviors and school convivencia: Analysis from the ecological model

Experiences of student participation in contexts of crisis from an intercultural perspective

Education for peace from an intercultural approach through playful pedagogy

School coexistence: Review of the concept from two study cases

Thematic essays

A School Convivencia (peaceful coexistence) Model. A framework for public policy, education, and research

Essential, insufficient, incoherent, and instrumental: Teacher training to learn to live together

1, 2, 3 for the Ravine Project. Capes off to the ground

Research articles (open section)

Educational marginalization and violence: A literacy intervention in a telebachillerato

Features of the tasks linked to the engagement to learning the trade. An approach from a workshop in work training space

Teaching Spanish in primary school: Self-confrontation and analysis of practice

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