Dialectical integration to prevent violence in Basic Secondary: legal-pedagogical framework and professional performance
Dialectical integration to prevent violence in Basic Secondary: legal-pedagogical framework and professional performance
Keywords:
Violence prevention, legal-pedagogical integration, dialectical strategies, Basic Secondary Education, school coexistenceAbstract
This article aimed to establish strategies for dialectical integration between the legal framework and pedagogical practice for the effective prevention of violence in Cuban Basic Secondary Education. A critical-dialectical methodology with contextual design was used, including documentary analysis of regulations, 12 focus groups with students, 23 interviews with teachers, and ethnographic observation. The process combined normative deconstruction, dialectical triangulation, and co-design workshops with the educational community. Results revealed a significant disconnect between the advanced legal framework and micro-violence in the classroom (68% of subtle relational violence), with only 34% of teaching staff applying regulations consistently. Co-designed "dynamic protocols" were developed, reducing micro-violence by 52%. Conclusions highlight the need to transform the legal framework into living pedagogical tools through teacher training in emotional intelligence, qualitative evaluation with relational indicators, and prioritization of student voice. Dialectical integration of norms and practice is essential for creating safe and inclusive school environments.
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