WHEN SCHOOL IS NOT ENOUGH: CURRENT CHALLENGES TO SCHOOL COEXISTENCE

Abstract

At the present time, living together has become a fundamental issue for the integral development of students. This article analyzes some of the causes that have hampered healthy coexistence in classrooms, becoming a crucial challenge for educators. Supported by authors such as Paulo Freire, Lev Vygotsky, Bronfenbrenner and Zygmunt Bauman. These dynamics have a significant impact on how they behave, their ability to relate to peers and the ways in which they give meaning to their educational environment.. It also highlights the transformative role of teachers in building enriched environments of dialogue, peace, justice and empathy, as essential pedagogical tools to promote harmonious coexistence among students. Finally, it invites us to rethink school from a new perspective, where healthy relationships are cultivated, people able to put themselves in the other’s place and thus provide strong foundations for the construction of a more human, peaceful and tolerant citizenship.. Considering the above, it is crucial to accept that social harmony should not be approached only with rules or guidelines of behavior, but understanding the individual as a whole, with his rights, feelings, experiences and circumstances.  In this sense, harmony in schools is understood as a concerted effort that requires constant nurturing through restorative methods, places for continuous dialogue, emotional development programmes and a relational perspective, to see the learner as a principal actor and not merely a receiver of the system.