Identificador: TDX:672
Autores: Negrillo Falcó, Carme
Resumen:
This thesis seeks to reflect on the question of education for co-existence starting out from a study of habitual problems of co-existence and their corresponding strategies of intervention in secundary schools.<br/><br/>This starting point is a theoretical analysis of how problems of co-existence are described according to different psycho-pedagogical, sociological an legal approaches in te 2th Century. Different approaches to the resolution of conflicts are also examined in order to come up with proposals for action in secundary schools.<br/><br/>Specifically, this study begins by analysing the percepcions of a sample-group of secondary school teachers in the Tarragona area in relation to problems of co-existence and the strategies they employ to tackle them. In this way theoretical proposals are contrasted to actions on the ground.<br/><br/>Another section of the thesis records an on-going study of six youngsters with problems of co-existence, all of whom were studying at the same school. In the course of three school years, different indicators related to problematical situations were examined including personal, family, school and social aspects. Moreover it has been possible to trace a significant relationship between these indicators which enables us to design forms of educational intervention which will help in similar cases of problems of co-existence.<br/><br/>Also of note is the experimentation with a group of activities known as the 'programme of skills for the positive resolution of conflicts'. This programme is based on the principles of evolving structuralism and cognitive social psychology which maintain the model of an evolution through different stages and the acquisition of different social skills.<br/><br/>This programme has been carried out with different secondary school groups and the results have been analysed. This allows us to evaluate its appropiateness and efficacy in a specific context.<br/><br/>After considering basic aspects related to educational intervention in problems of co-existence, a number of proposals have been made:<br/><br/>- Describe the problems of co-existence based on an objective study, which justifies a coherent educational intervention. So this investigative project gives conceptual delimitation and different instruments for the study of the problems (Questionnaire 'Study of problems of co-existence in Secundary Schools', 'The Case-study sheet'.)<br/><br/>- Recognize the diversity of causes and factors which generate or worsen these problems and which point to 4 basic areas of intervention (personal, family, school and social) and plan some actions with these in mind. In this thesis, the prime indicators in each bit have been identified following case-studies which point the way to the resolution of similar cases.<br/><br/>- Be familiar with the different approaches to problem-solving in co-existence wich lend themselves to finding the right strategies for different types of problems. These strategies are amply developed in the course of the thesis.<br/><br/>- Design plans for the prevention of problems of co-existence developing social skills as a fundamental part of the curriculum. In the thesis, some models for these plans are presented.<br/><br/>- Encourage research and reflection on the part of the teaching staff in the areas of method, study and action related to problems of co-existence. Along these lines, it is argued that certain contents related the subject of this thesis should be included in the basic training of secondary school teachers.
Repositori URV