TRANSFORMATION OF SCHOOL COEXISTENCE IN SECONDARY EDUCATION: PEDAGOGICAL ACTIONS, RESTORATIVE JUSTICE, AND COLLECTIVE LEARNING
DOI:
https://doi.org/10.56219/dialctica.v2i31.6362Keywords:
collective learning, pedagogical actions, restorative justice, school coexistence, secondary educationAbstract
School coexistence is a fundamental component of comprehensive education in secondary education; however, situations involving violence, exclusion, interpersonal conflicts, and socio-emotional difficulties continue to affect relationships and educational environments. This article aims to critically analyze recent literature on the factors affecting school coexistence and the strategies oriented toward its transformation, with emphasis on pedagogical actions, the socio-emotional dimension, restorative justice, and collective learning. A narrative literature review was conducted through the search and selection of publications in Spanish and English corresponding to the period from January 2020 to April 2025. The final corpus consisted of ten sources, including literature reviews, systematic reviews, meta-analyses, and theoretical analyses, organized through a matrix and analyzed according to four categories: factors affecting school coexistence; pedagogical actions and the socio-emotional dimension; restorative justice and restorative practices; and collective learning and participation. The results show that school coexistence is a multidimensional phenomenon associated with relationships, participation, inclusion, socio-emotional development, and institutional conditions. Likewise, pedagogical strategies, restorative practices, and collective learning experiences show greater potential when they are systematically and contextually articulated. It is concluded that transforming school coexistence does not depend on an isolated strategy, but on the integration of pedagogical, socio-emotional, restorative, and community-based processes that promote participation, shared responsibility, and the construction of a democratic and inclusive school culture.
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