Abstract Peace education aims to influence the development of a healthy and peaceful coexistence, both in the classroom and in other broader social structures such as the family and the local and global community; It also involves motivating students to understand human rights, multiculturalism and conflict management. The funds of knowledge applied to education constitute a theoretical and methodological approach that values a nd takes into account the experiences and knowledge of families to enrich the design and implementation of sensitive and contextualized educational practices. Here we delve into the importance of implementing funds of knowledge in teaching practices as an approach that promotes peace, because it is based on the principles of inclusion, equity, participation, democracy, solidarity and respect for human rights. The funds of knowledge approach constitutes a contribution to socially just and culturally relevant education that promotes peace because, to live peacefully in a society where people of different cultures, ethnicities, ideologies and languages converge, it is important to live the experience of recognizing, value and respect diversity as the axis that drives the well-being of people and communities.

Resumen La educación para la paz tiene como objetivo incidir en el desarrollo de una convivencia sana y pacífica, tanto en el aula como en otras estructuras sociales más amplias como la familia y la comunidad local y global; implica, además, motivar a los estudiantes a comprender los derechos humanos, la multiculturalidad y el manejo de conflictos. Los fondos de conocimiento aplicados a la educación constituyen un enfoque teórico y metodológico que valora y toma en cuenta las experiencias y conocimientos de las familias para enriquecer el diseño e implementación de prácticas educativas sensibles y contextualizadas. Aquí se profundiza en la importancia de la implementación de los fondos de conocimiento en las prácticas docentes como un enfoque que promueve la paz, porque se basa en los principios de inclusión, equidad, participación, democracia, solidaridad y respeto a los derechos humanos. El enfoque de fondos de conocimiento constituye un aporte a la educación socialmente justa y culturalmente relevante que promueve la paz porque, para convivir de forma pacífica en una sociedad donde convergen personas de diferentes culturas, etnias, ideologías e idiomas, es importante vivir la experiencia de reconocer, valorar y respetar la diversidad como eje que impulsa el bienestar de las personas y las comunidades.

RESUMEN: El presente artículo tiene como objetivo exponer información que consolide a la educación física y el deporte como una respuesta educativa para el posconflicto en Colombia. En este sentido, se expone la difícil situación social en la que se encuentra la construcción de la paz en el marco del posconflicto. A partir de esta, se recalcó el papel fundamental de la educación para lograr este propósito tan anhelado por la población colombiana; posteriormente, en el manuscrito se desglosó de forma jerárquica sobre el porqué estas áreas son de vital importancia para lograr la enseñanza de valores, la ciudadanía y la resolución de conflictos, los cuales son esenciales para alcanzar una paz estable y duradera en el posconflicto en Colombia.

ABSTRACT: The objective of this article is to present information that contributes to the consolidation of physical education and sport as an educational response for the post-conflict period in Colombia. In this sense, the difficult social situation in which the construction of peace in the post-conflict framework is exposed, from this the fundamental role of education was emphasized to achieve this purpose so longed for by the Colombian population, and later in the manuscript it was broken down in a hierarchical way on why these areas are of vital importance to achieve the teaching of values, citizenship and conflict resolution, which are essential to achieve a stable and lasting peace in the post-conflict period in Colombia.

Abstract: Current communication dynamics have led cyber users to look for environments that promote peaceful cyber coexistence and citizen security, which are also promoted by the National Police of Colombia. The objective of this study was to identify the challenges faced by this national police regarding the application of cyber coexistence strategies based on the principles of Law 1801 of 2016, which seek to prevent and reduce digital incivility and strengthen communication dynamics between cyberspace users. Another goal here was to ensure that all the members of this institution learned about and applied cyber coexistence strategies. To this end, this study used a descriptive method with a qualitative approach based on semi-structured interviews with expert personnel. The list of participants for the interviews was established using non-probability convenience sampling as a reference. The results show that the biggest problem in this area is the impact of disinformation campaigns that are spread on social media, which promote hate, outrage, and social chaos-causing ideological polarization that crosses the limits of tolerant and respectful interaction. In conclusion, the mission of this national police should be oriented toward promoting cyber coexistence, taking into account the principles of Law 1801 of 2016, in order to favor peaceful coexistence and citizen security.

Resumen: Las dinámicas comunicacionales actuales han llevado a que los ciberusuarios busquen escenarios que propendan por ambientes de ciberconvivencia y seguridad ciudadana, tal como lo hace la Policía Nacional. El objetivo de esta investigación fue identificar los retos de la Policía Nacional de Colombia respecto a la aplicación de estrategias de ciberconvivencia a partir de los principios de la Ley 1801 del 2016, con el fin de prevenir y disminuir la incivilidad digital y fortalecer las dinámicas comunicacionales entre los usuarios del ciberespacio. Como alcance se busca que las estrategias de ciberconvivencia sean conocidas y aplicadas por toda la institución policial. Para ello, se empleó un método de estudio de tipo descriptivo con enfoque cualitativo, a partir de la aplicación de entrevistas semiestructuradas a personal experto. El procedimiento para aplicar el instrumento de investigación tipo entrevista se estableció según el método no probabilístico, teniendo como referente el muestreo por conveniencia. Los resultados evidenciaron que el principal problema radica en el impacto de las campañas de desinformación que circulan por redes sociales, las cuales instan al odio, la indignación y el caos social, provocando la polarización ideológica que traspasa los límites de la interacción tolerante y respetuosa. Como conclusión, se reconoce que la misión de la policía debe estar direccionada hacia la promoción de la ciberconvivencia, teniendo en cuenta los principios de la Ley 1801 con el fin de favorecer la convivencia y la seguridad de los ciudadanos.

Resumo A investigação explorou a coexistência escolar a partir da percepção de conflito dos estudantes, e foi desenvolvida sob uma abordagem descritiva mista. A base conceptual incluiu informações associadas à construção da realidade, conflito e violência, vista a partir da teoria de Galtung. O trabalho de campo baseou-se numa amostra não probabilística de 24 alunos da Escola Francisco José Caldas em Cúcuta, Norte de Santander, Colômbia. O diagnóstico mostrou que as percepções do conflito correspondem à noção de violência direta, baseiam-se em percepções implícitas negativas, e são difíceis de modificar. Além disso, os alunos têm uma baixa capacidade de desenvolver concepções explicitamente fundamentadas, uma vez que o ambiente cultural e social apresenta repetidamente conflitos de uma forma negativa. Os resultados podem contribuir para a formulação de estratégias para a construção de uma coexistência escolar saudável.

Resumen La investigación exploró la convivencia escolar desde la percepción del conflicto por parte de los estudiantes y se desarrolló bajo un enfoque mixto de tipo descriptivo. La fundamentación conceptual comprendió información asociada a la construcción de la realidad, el conflicto y la violencia, vista desde la teoría de Galtung. El trabajo de campo se basó en un muestreo no probabilístico, correspondiente a 24 estudiantes del Colegio Francisco José Caldas de Cúcuta en Norte de Santander, Colombia. El diagnóstico evidenció que las percepciones sobre el conflicto corresponden a la noción de violencia directa, parten de apreciaciones implícitas negativas y son difíciles de modificar. Además, los alumnos tienen baja capacidad de desarrollar concepciones explícitas fundamentadas, toda vez que el medio cultural y social les plantea reiteradamente el conflicto de manera negativa. Los resultados pueden contribuir a la formulación de estrategias para la construcción de una sana convivencia escolar.

Abstract The research explored school coexistence from the students' perception of conflict, and was developed under a mixed descriptive approach. The conceptual foundation included information associated with the construction of reality, conflict and violence, as seen from Galtung's theory. The fieldwork was based on a non-probabilistic sampling, corresponding to 24 students of the Francisco José Caldas School of Cúcuta in Norte de Santander, Colombia. The diagnosis showed that perceptions of conflict correspond to the notion of direct violence, are based on negative implicit appraisals, and are difficult to modify. In addition, students have a low capacity to develop explicitly grounded conceptions, since the cultural and social environment repeatedly presents conflict in a negative way. The results can contribute to the formulation of strategies for the construction of a healthy school coexistence.

resumo A matança de serpentes é uma prática disseminada nos limites das regiões norte e noroeste de Minas Gerais. Um dos motivos que justificam os abates remete à associação estabelecida entre o animal e o mal. Neste artigo, pretendo entender o sentido dessa relação, descrever as matanças e discutir possíveis formas pacíficas de convivência entre pessoas e bichos. Gerais mal artigo relação bichos

abstract The killing of snakes is a widespread practice in the north and northwest regions of Minas Gerais. One of the reasons used to justify the slaughtering refers to the association established between the animal and bad/evil. In this article, I intend to understand the meaning of this association, describe the ways snakes are killed and discuss possible ways of peaceful coexistence between people and animals. Gerais badevil bad evil bad/evil article animals

The literature on the construction of places of worship has predominantly shown difficulties, rejection and disharmony among religious communities. This study aims to describe and analyzed the success story of the construction of the Santa Monica church in Tangerang. This is a qualitative study conducted over a month-long period using primary and secondary data. Primary data were obtained through observation and interviews, while secondary data were obtained through formal and informal policy reviews available online. The informants involved in this study amounted to eight people consisting of church leaders and administrators, local leaders, religious leaders, religious organizations and the Ministry of Religious Affairs. Data were analyzed using content analysis methods. The results of the study show that the ability of church leaders and administrators to build good social and cultural relations with the community was a key element in their success in obtaining permission to build the church. This was achieved through effective communication, dialogue and cooperation between the Catholic community, leaders and the predominantly Islamic local community. Active involvement in daily activities had a positive impact, fostering mutual trust and peaceful coexistence, ultimately resulting in the local community's support and approval for the establishment of the place of worship. Thus, the church construction committee was able to meet all administrative requirements as stipulated by government regulations. This study recommends the importance of good social and cultural relations as the fundamental basis and determinant of success for religious communities seeking to construct places of worship. CONTRIBUTION: This article contributes to the goal of HTS Theological Studies in promoting the transdisciplinary aspect of religious studies in the international theological arena, particularly in the study of religious harmony among communities in Indonesia

South African citizens usually accuse foreign nationals of stealing their jobs and increasing the crime rate in the country. Such accusations have often resulted in xenophobic violence. Unfortunately, not much effort has been made to depict immigrants in positive light to improve the relations between them and the indigenous population. Thus, this article utilised Joseph's narrative (as described in Genesis in the Old Testament) as a biblical-theological lens in an attempt to mitigate the negative perceptions of migrants among the South African indigenous population. The narrative cast a positive picture on migration by presenting Joseph who, as a foreigner in Egypt, contributed to the development of the economy of Egypt. This article accomplished its aforementioned objective by initially interrogating relevant literature that identified and discussed the various factors that portrayed immigrants negatively, thereby pushing disgruntled South African citizens to engage in xenophobic violence. Thereafter, Joseph's forced migration to Egypt is discussed. This narrative was used as a biblical-theological lens to establish the contributions of foreign nationals in the development of the economies of host nations. While applying the biblical-theological lens of Joseph's narrative to the contemporary situation of migration, this article lamented the dearth of research on the contributions of foreigners to host nations. Furthermore, pertinent sources were used to highlight the correlation between Joseph's narrative and the current migration situation. Having underscored the aforementioned, this article argued that the current positive contributions that immigrants have made to the host nations' economies, should compel the nations to construct migration policies and frameworks that proactively integrate immigrants. Furthermore, formal recognition of any such contributions would encourage peaceful coexistence between the indigenous population and foreign nationals, resulting in a more compassionate and inclusive world. That is, instead of regarding immigrants with resentment and anger, nations can create a world where migration is not only acknowledged but celebrated as a fundamental part of the human experience. In its attempt to encourage peaceful coexistence between the indigenous population and immigrants in South Africa, this article aligned with the principles of this journal, which aim to develop South African society by addressing the ongoing challenge of xenophobia within some of the country's communities. CONTRIBUTION: The contribution of this article lies in that formal recognition of any positive contributions made by foreign nationals would encourage peaceful coexistence between the indigenous population and foreign nationals, resulting in a more compassionate and inclusive world where immigrants are primarily viewed positively rather than as mere criminals.

In terms of civilian casualties directly and indirectly caused by the war, the Taiping Heavenly Kingdom Movement was the largest war in world history in the second half of the nineteenth century and had a strong East Asian Christian background. This article adopts the 'historical contextualism' approach of the Cambridge School in the history of political thought, and through a comparison of the relevant views of Karl Marx, Max Weber and Kang Youwei, it reveals that this intentional omission comes from a specific combination of modernisation routes and modernisation political construction choices. In contemporary China, the study of Christian theory and the practice of church organisation still need to answer the question of the general public as to whether Christianity can bring about a better life, both materially and spiritually. CONTRIBUTION: This article pointed out that three contemporaries, Marx, Weber and Kang, all evaluated the Taiping Heavenly Kingdom Movement as a revolution of Christianity in China from the standpoint of 'China's need for modernisation', but differed in their evaluation of the position and role of the religious reform factor in the process of modernisation in China. However, they differed in their assessment of the position and role of the Reformation factor in the process of modernisation in China. The article reveals that for Protestant Christianity in contemporary China, it is still necessary to carefully handle its relationship with the government and to satisfy the people's real needs for a modernised material and spiritual life. Meanwhile, it sheds light on the issue of 'heterocultural adaptability' brought about by the expansion and spread of Protestant Christianity in East Asia, as well as on the question of whether Protestantism and Confucianism in the process of modern conversion can achieve peaceful coexistence

Resumen El objetivo de la presente investigación es elaborar y validar un instrumento capaz de medir la convivencia escolar bajo la modalidad virtual en estudiantes de educación secundaria de una institución educativa de Lima-Perú. Dicho instrumento es una adaptación del Cuestionario de Convivencia Escolar para la No Violencia (CENVI) de Muñoz et al. (2017). Los resultados indican que el instrumento presenta validez de constructo mediante el análisis factorial que evidenció la existencia de cuatro dimensiones: la violencia social de exclusión (VSE), la violencia por medios tecnológicos (VPT), la formación para la no violencia (FPNV) y la gestión para la no violencia (GPNV); así como una buena confiabilidad (α= 0.924). Se concluye que el Cuestionario de Convivencia Escolar en Entornos Virtuales (CEEV) aplicado es válido y confiable en estudiantes de educación secundaria.

Abstract The objective of this research is to develop and validate an instrument capable of measuring school coexistence under the virtual modality in secondary education students of an educational institution in Lima-Peru. This instrument is an adaptation of the School Coexistence Questionnaire for Non-Violence (CENVI) by Muñoz et al. (2017). The results indicate that the instrument presents construct validity through factor analysis that evidenced the existence of four dimensions: social violence of exclusion (VSE), violence by technological means (VPT), training for non-violence (FPNV), and management for non-violence (GPNV); as well as good reliability (α= 0.924). It is concluded that the School Coexistence Questionnaire in Virtual Environments (CEEV) applied is valid and reliable in secondary education students.

Abstract At the international level, the growing interest in education for democratic citizenship indicates a variation in the order and importance of educational purposes, directs our gaze towards the possible future and the creation of fairer and more peaceful societies. This transition has not yet occurred in Mexico and is inserted in a context of armed violence and disintegration of the social fabric that demonstrates the inability of the State to guarantee security and respect for human rights. Although multidimensional factors are combined in the generation of violence, it is nonetheless urgent to assume a commitment from school education and modify training priorities to respond to one of the most pressing problems facing the country. With this objective, the research seeks to contribute from the history didactics to the promotion of coexistence, peace, and democratic participation. In this order, the study includes a consultation with high school students, teacher students and in-service teachers to find out their willingness to change, an account of the difficulties and opportunities to teach controversial topics in the classroom is made, three proposals that can help build the future, as well as a decalogue of rights and duties when teaching armed conflict.

Resumen A nivel internacional, el interés creciente por la educación para la ciudadanía democrática señala una variación en el orden e importancia de las finalidades educativas, dirige la mirada hacia el futuro posible y la creación de sociedades más justas y pacíficas. Esta transición aún no se ha producido en México y se inserta en un contexto de violencia armada y desintegración del tejido social que demuestra la incapacidad del Estado para garantizar la seguridad y el respeto a los derechos humanos. Aunque en la generación de la violencia se conjugan factores multidimensionales, no por eso deja de ser urgente asumir un compromiso desde la educación escolar y modificar las prioridades formativas para responder a uno de los problemas más acuciantes que afronta el país. Con este objetivo, la investigación busca contribuir desde la didáctica de la historia al fomento de la convivencia, la paz y la participación democrática. En este orden, el estudio incluye una consulta a alumnos de secundaria, estudiantes de maestro y docentes en servicio para conocer su disposición hacia el cambio, un recuento de las dificultades y oportunidades de enseñar temas controvertidos en las aulas, tres propuestas que pueden ayudar a construir el futuro, además de un decálogo de derechos y deberes ante la enseñanza del conflicto armado.

Resumen El presente trabajo se focaliza en los proyectos de dirección dentro del ámbito de la gestión y la dirección de centros educativos. El proyecto de dirección se convierte en una realidad representada por la persona líder pedagógica sobre el modelo ideal de centro educativo al que aspira, de ahí la importancia de su estudio. Estos documentos encierran el modelo de ser humano, de escuela y de sociedad en el que cree dicha persona líder, lo que enlaza inevitablemente con su acción educativa. El estudio que se presenta es una investigación de corte cualitativo, centrada en el análisis documental de nueve proyectos de dirección de diferentes centros educativos de la provincia de Córdoba (cuatro de Educación Infantil y Educación Primaria y cinco Institutos de Educación Secundaria), con el objetivo de explorar el discurso de estos proyectos donde se realiza una caracterización de los propios centros. El análisis de contenido señala que estos idearios persiguen más la reproducción que la transformación y el cambio dentro del ámbito educativo. Los resultados llevan a la conclusión de que en estos documentos sigue existiendo un discurso autoritario, normativo y cerrado, con escasas evidencias de encuentro en valores humanos y con limitada atención al principio de atención a la diversidad. No obstante, sí hay que destacar la importancia que se le da a la participación del alumnado y la familia en la vida del centro, así como la importancia de la comunicación y la información entre la comunidad educativa.

Abstract This paper focuses on school management projects within the scope of the administration and management of educational centers. The project management becomes a reality represented by the pedagogical leader on the ideal model of educational center to which he or she aspires, hence the importance of its study. These documents enclose the model of the human being, of the school, and of society in which said leader believes; that is, what is inevitably linked to its educational action. This research, in addition to being of a qualitative nature, focuses on the documentary analysis of nine management projects from different educational centers in the province of Córdoba (four Early Childhood Education and Primary Education and five Secondary Education Institutes) with the aim of explore the discourse of these projects where a characterization of the centers themselves is carried out. The content analysis indicates that these ideas pursue reproduction more than transformation and change within the educational field. The results lead to the conclusion that an authoritarian, normative, and closed discourse continues to exist in these documents, with little evidence of encounter in human values and with limited attention to the principle of attention to diversity. However, it is necessary to highlight the importance given to the participation of the students and the family in the life of the center, as well as the importance of communication and information among the educational community.

Abstract Introduction: In recent decades, school coexistence has become relevant for educational research and legislation in Latin America. However, in Chile and other countries, educational and promotional approaches coexist with other narrow ones of a punitive type, which individualize, prosecute, and exclude school conflicts. Goal: The objective of this study was to understand the meaning and use of punitive practices in Chilean schools. Methodology: Through a qualitative study with an emphasis on participatory methodologies, four analysis tables were held with representatives from the microlevel (students, parents), mesolevel (teaching and non-teaching professionals), and macrolevel (executers of Chilean educational policy at the regional level); they were analyzed using the content analysis technique. Results: The findings show that punitive practices are justified as a means to cushion the effects of an educational policy that pushes for better school results, insofar as their regulated use would allow schools to exclude those students not achieving good results from the classroom. In addition, understandings of the punitive practices associated with an authoritarian school culture that has a dictatorial past as a legacy are built, where the figure of the teacher stands as a severe but loving pedagogical authority. Conclusion. Punitive practices are understood within a gradual process, where the sanction begins when the training action had no effect. The implications of these meanings for educational action are discussed, problematizing the meaning of pedagogical authority in a culture that positively values punitive action.

Resumen Introducción: En las últimas décadas, la convivencia escolar ha cobrado relevancia para la investigación y legislación educativa en Latinoamérica. Sin embargo, tanto en Chile como en otros países, conviven enfoques formativos y promocionales con otros estrechos, de tipo punitivo, que individualizan, judicializan y excluyen los conflictos escolares. Objetivo: El objetivo de este estudio fue comprender el sentido y uso de prácticas punitivas en escuelas chilenas. Metodología: A través de un estudio cualitativo con énfasis en metodologías participativas, se realizaron cuatro mesas de análisis con representantes del nivel micro (estudiantes, personas apoderadas) meso (profesionales docentes y no docentes) y macro (sujetos ejecutores de la política educativa chilena a nivel regional), las que fueron analizadas con la técnica de análisis de contenido. Resultados: Los hallazgos muestran que las prácticas punitivas se justifican como medio para amortiguar los efectos de una política educativa que presiona por mejores resultados escolares, en tanto su uso reglamentado permitiría a las escuelas excluir del aula al estudiantado que no logra buenos resultados. Además, se construyen comprensiones de lo punitivo asociado a una cultura escolar autoritaria que tiene como legado un pasado dictatorial, donde la figura docente se erige como autoridad pedagógica severa, pero amorosa. Conclusión: Las prácticas punitivas son comprendidas dentro de una gradualidad, donde la sanción comienza cuando la acción formativa no surgió efecto. Se discuten las implicancias de estos significados para la acción educativa, problematizando el sentido de la autoridad pedagógica en una cultura que valora positivamente la acción punitiva.

Resumo Introdução: Nas últimas décadas, a convivência escolar tornou-se relevante para a pesquisa e legislação educacional na América Latina. No entanto, tanto no Chile como em outros países, as abordagens educativas e promocionais coexistem com outras estreitas, de tipo punitivo, que individualizam, processam e excluem os conflitos escolares. Meta: O objetivo deste estudo foi compreender o significado e o uso das práticas punitivas nas escolas chilenas. Metodología: Por meio de um estudo qualitativo com ênfase em metodologias participativas, foram realizadas quatro mesas de análise com representantes do nível micro (alunos, pais), meso (profissionais docentes e não docentes) e macro (executores da política educacional chilena em nível regional), aqueles que foram analisados com a técnica de análise de conteúdo. Resultados: Os achados mostram que as práticas punitivas se justificam como forma de amortecer os efeitos de uma política educacional que prima por melhores resultados escolares, na medida em que seu uso regulamentado permitiria que as escolas excluíssem da sala de aula os alunos que não alcançam bons resultados. Além disso, constroem-se compreensões do punitivo associadas a uma cultura escolar autoritária que tem como legado um passado ditatorial, onde a figura do professor se coloca como uma autoridade pedagógica severa, mais amorosa. Conclusão: As práticas punitivas são compreendidas dentro de um processo gradativo, onde a sanção começa quando a ação formativa não surtiu efeito. Discutem-se as implicações desses significados para a ação educativa, problematizando o significado de autoridade pedagógica em uma cultura que valoriza positivamente a ação punitiva.

Resumen En este trabajo se analizó la producción intelectual de uno de los actores políticos destacados dentro del peronismo en las décadas de 1970 y 1980: Ítalo Argentino Luder. Concretamente, se examinó su propuesta de desarrollo y de política exterior argentina que evidencian elementos propios de la corriente nacional territorialista irredentista en convivencia con un perfil integracionista del espacio latinoamericano. La hipótesis que guía este artículo es que Ítalo Luder, a través de sus discursos y publicaciones, fue forjando un proyecto de desarrollo nacional enmarcado dentro del espacio latinoamericano basado en la convivencia pacífica de las naciones que responde a sus concepciones geopolíticas no confrontativas.

Abstract In this work, the intellectual production of one of the prominent political actors within Peronism in the 1970s and 1980s was analyzed: Ítalo Argentino Luder. Specifically, its development proposal and Argentine foreign policy were examined, evidencing elements typical of the irredentist national territorialist current in coexistence with an integrationist profile of the Latin American space. The hypothesis that guides this article is that Ítalo Luder, through his speeches and publications, was forging a national development project framed within the Latin American space based on the peaceful coexistence of nations that responds to his non-confrontational geopolitical conceptions.

Resumo Neste trabalho, analisou-se a produção intelectual de um dos atores políticos mais destacado dentro do peronismo nas décadas de 1970 e 1980: Ítalo Argentino Luder. Concretamente, examinou-se sua proposta de desenvolvimento e de política exterior argentina que evidenciam elementos próprios da corrente nacional territorialista irredentista em coexistência com um perfil integracionista do espaço latino-americano. A hipótese que norteia este trabalho é que Ítalo Luder, através de seus discursos e publicações, foi forjando um projeto de desenvolvimento nacional enquadrado dentro do espaço latino-americano baseado na coexistência pacifica das nações que respondem às suas concepções geopolíticas de não conflituosas.

Resumen Objetivo. Conocer la valoración de estudiantes acerca de la convivencia democrática en su escuela, la relación con sus compañeros y compañeras, la violencia en el plantel y el clima escolar en general. Metodología. Es un estudio de corte cuantitativo, transversal y correlacional, en el cual participaron 346 adolescentes entre 11 y 15 años de edad, de seis localidades del Estado de Sonora, México. Se utilizó la Escala de clima escolar y la Escala de convivencia escolar, ambas con evidencias de confiabilidad. Se realizaron análisis de comparación de medias a través del estadístico t de Student y de regresión logística. Resultados. Existe diferencia significativa entre los dos grupos contrastados: (a) quienes perciben violencia y han recibido molestias en la última semana en su escuela, y (b) quienes no perciben violencia y no han recibido molestias. El modelo de regresión logística arrojó una R de Nagelkerke de 0.58, que clasifica adecuadamente al 82,9% de los casos. Conclusiones. Este modelo de regresión logística es adecuado para predecir el riesgo del estudiantado adolescente de escuelas secundarias públicas de ser molestado por otros compañeros y compañeras, y percibir altos niveles de violencia. Por lo tanto, se recomienda realizar evaluaciones sistemáticas para identificar perfiles del estudiantado, además conocer las relaciones entre las dimensiones de convivencia y clima escolar.

Resumo Objetivo. Conhecer a avaliação dos estudantes sobre a convivência democrática na sua escola, a relação com os colegas, a violência no campus e o clima escolar em geral. Metodologia. É um estudo quantitativo, transversal e correlacional no qual participaram 346 adolescentes entre 11 e 15 anos, de seis localidades do estado de Sonora, México. Foram utilizadas a Escala de Clima Escolar e a Escala de Convivência Escolar, ambas com evidências de confiabilidade. A análise de comparação de médias foi realizada por meio da estatística t de Student e regressão logística. Resultados. Há uma diferença significativa entre os dois grupos contrastados: (a) aqueles que percebem a violência e foram importunados na última semana em sua escola e (b) aqueles que não percebem a violência e não foram importunados. O modelo de regressão logística resultou em Nagelkerke R de 0,58, que classifica adequadamente 82,9% dos casos. Conclusões. Esse modelo de regressão logística é adequado para prever o risco de adolescentes estudantes do ensino médio público serem importunados por outros colegas e perceber altos níveis de violência. Portanto, recomenda-se realizar avaliações sistemáticas para identificar o perfil da turma, além de conhecer as relações entre as dimensões de convivência e clima escolar.

Abstract Purpose. Identify the assessment of the students about democratic coexistence in their school, the relationship with their classmates, violence on campus, and the school climate in general. Method. It is a quantitative, cross-sectional, and correlational study in which 346 adolescents between 11 and 15 years of age participated; they came from six locations in the state of Sonora, Mexico. The School Climate Scale and the School Coexistence Scale were used, showing evidence of reliability. Comparison of means analysis was performed through Student’s t statistic and logistic regression. Results. There is a significant difference between the two contrasted groups: (a) those who perceive violence and have been molested in the last week at their school, and (b) those who do not perceive violence and have not been molested. The logistic regression model yielded a Nagelkerke R of 0.58, which adequately classifies 82.9% of the cases. Conclusions. This logistic regression model is suitable for predicting the risk of adolescent public high school students of being molested by other peers and perceiving high levels of violence. Therefore, it is recommended to conduct systematic evaluations to identify student profiles and know the relationships between the dimensions of coexistence and school climate.

Abstract The objective of this research was to understand the modes of cultural leadership of the artistic groups Aromas de mi Tierra, Banda Pasión Musical and Ángeles de Charlie from Comuna 1 in Medellín, as well as their contributions to the construction of peaceful coexistence. The research is qualitative, of an ethnographic nature, and information was collected via participant observation and open semi-structured interviews. The article presents the most relevant results, as well as the three forms of cultural leadership that derive from the work carried out with the leaders of the groups and whose analysis has been carried out through the categories: female political subjectivity, youth and political participation and cultural entrepreneurship.

Resumen Esta investigación tuvo como objetivo comprender los modos de liderazgo cultural de los colectivos artísticos: Aromas de mi Tierra, Banda Pasión Musical y Ángeles de Charlie, de la Comuna 1 de Medellín, así como sus aportes a la construcción de convivencia pacífica. La investigación es cualitativa, de corte etnográfico, y utilizó como técnicas de recolección de información la observación participante y las entrevistas abiertas y semiestructuradas. En el artículo se presentan los resultados más relevantes, así como las tres formas de liderazgo cultural que se derivan del trabajo realizado con los líderes de los colectivos y cuyo análisis se realizó desde las siguientes categorías: Subjetividad política femenina, Juventud y participación política y, Emprendimiento cultural.