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School conflicts in the city of Machala, Ecuador

Abstract:

School conflicts are perceived as negative elements whose approach produces unease and fear, questioning the meaning of school. Therefore, the objective of this study is to diagnose these problems in the schools of the city of Machala in Ecuador during the academic period 2018-2019; which was based on the methods of scientific observation, analytical-synthetic, inductive-deductive, statistical and data triangulation; as well as in-depth interview and survey techniques. The results show that life in schools has become a topic of debate in recent decades, while the changes made in the curriculum, the organization and the values of equity and citizenship have caused an ambiguous feeling in many teachers on the meaning of education. Violence in various manifestations and a wide range of conflicts are present in the school day, finding that the most frequent conflicts are insults and physical violence between peers; as well as the breach of established rules for school coexistence. It concludes on the need to establish institutional guidelines that allow students and presenters, conditions to minimize school conflicts in Ecuador.