School Coexistence and the Ethics of Care: Perception of Secondary Education Teachers

Abstract

This article analyzes teachers' perceptions of two transversal aspects of training: school coexistence and ethics of care. To this end, a survey was conducted among teachers of secondary education subjects at the Pedro Pablo Bello Educational Institution in La Virginia, Risaralda. Among the most significant findings, it is highlighted that peaceful coexistence is supported by dialogue, deliberation, respect for difference and otherness; likewise, conflict resolution requires empathy, adequate management of emotions, and cooperation and solidarity. It is concluded that the perception of teachers regarding these two topics rethinks their role, because in addition to teaching content, they must implement strategies for students to manage emotions, reflections on their socio-affective capacities.