THEORETICAL FOUNDATIONS FOR A MODEL TO STRENGTHEN SCHOOL COEXISTENCE

Abstract

This article presents a category-based proposal for developing a practical theoretical model to strengthen school coexistence. Although the model is designed for a specific educational institution, it also contributes to the broader discussion on the shared objective of fostering a positive school climate. The paper examines key issues such as the exercise of power and authority in educational settings, where punitive approaches are often prioritized over dialogue. It also conceptualizes school coexistence as an integral component of the pedagogical environment, which is inherently connected to the broader social context. Finally, the article explores interpersonal relationships, which constitute the core of any educational community and are therefore naturally characterized by the presence of conflict. From this perspective, conflict is understood as a normal and inevitable feature of interpersonal interaction. However, responding to conflict through aggression and violence is neither appropriate nor constructive, as it only exacerbates tensions. The article concludes that a practical theoretical model for strengthening school coexistence should incorporate restorative justice approaches, promote spaces for dialogue and collective reflection, and encourage the active participation of the entire educational community in diversifying pedagogical strategies for the constructive management and resolution of conflicts.