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Acceptance to Difference Through Pedagogical Strategy Interactive Groups for the Improvement of School Coexistence

Author

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  • Gloria Espitia

    (Institución educativa Joel Sierra González Tame- Arauca, Colombia)

  • Rubiel Rojas Ramírez

    (Institución educativa Nuestra Señora de la Antigua Nuevo Colón, Boyacá, Colombia)

Abstract

The purpose of this qualitative study with an Action-Research design was to assess the interactive group (IG) pedagogical strategy in promoting acceptance of difference in order to improve school coexistence in the classroom. A focus group was developed with 5 teachers and another with 9 students from a public school in Boyacá Colombia, to characterize discriminatory behaviors, a greater presence of non-compliance with norms, verbal attacks, influence on the educational and social environment, little participation of students with different characteristics in institutional events and in the classroom, the GI strategy was applied by virtual means, working with the same group of students, where its effectiveness was assessed through a semi-structured interview, finding that the GI pedagogical strategy allowed to sensitize students regarding the acceptance of difference, as well as identifying behaviors of themselves related to discrimination.

Suggested Citation

  • Gloria Espitia & Rubiel Rojas Ramírez, 2025. "Acceptance to Difference Through Pedagogical Strategy Interactive Groups for the Improvement of School Coexistence," Pedagogical Constellations, Plataforma de Acción, Gestión e Investigación Social, vol. 4(2), pages 124-146, December.
    • Handle: RePEc:cvp:pedagi:v:4:y:2025:i:2:id:110
    DOI: 10.69821/constellations.v4i2.110
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