Resilient School Coexistence from an Equity Perspective

Abstract

This essay aims to critically reflect on the construction of resilient school coexistence guided by the principle of equity as justice, analyzing the evolution from a traditional paradigm of disciplinary control to a comprehensive one that places coexistence at the heart of the educational project. It was based on a critical methodology supported by the reading of documents linked to the perspectives of critical pedagogy, community resilience, and educational psychology, which were contrasted with global regulatory frameworks. Among the aspects studied, the ineffectiveness of traditional coexistence is identified, and a resilient coexistence is proposed that recognizes, confronts, and pedagogically strengthens conflicts, provided that it is guided by equity understood as recognition and fair distribution. Likewise, the main obstacles in the Latin American context, such as inequality and violence, as well as other cultural and institutional obstacles, are highlighted. Among the final reflections, it is concluded that transformation requires concrete guidelines: institutionalizing dialogical and restorative practices, transforming teacher training into learning communities, and forming alliances of co-responsibility with the community.