Design of an intervention strategy aimed at promoting school coexistence and inclusion with an ethnic approach in fifth grade students

Abstract

The content of this research article has the general purpose of showing the impact of an intervention strategy aimed at promoting school coexistence and inclusion with an ethnic approach in fifth grade students of the Renovation Educational Center ARCA of San Andrés. islands, Colombia. Methodologically, a quantitative approach was used, and a sample of 21 students was taken, on which the survey was applied as an information collection technique. Through this instrument, the investigation began by making a diagnosis of the factors associated with the problems of school coexistence that arose at that time, to subsequently, based on these initial conditions, develop and implement pedagogical strategies aimed at creating spaces of acceptance and coexistence, which would respond to a recognition of the context in which the children object of this study develop and interact. As a final phase of the research, an impact evaluation of the strategies developed was carried out through a post-test survey that allowed validating the improvement in the interrelationships between students and coexistence, mainly in relation to aspects related to ethnic diversity. In this way, it was possible to conclude that the actions developed in the study group allowed the improvement in the school climate at a general level.