Resumo

MIRANDA MEDINA, Carlos Federico; RODRIGUEZ BURGOS, Karla Eugenia  e  MORCOTE GONZALEZ, Olga Sofia. Colombian public school coexistence policy from the teachers’ perspective. Justicia [online]. 2022, vol.27, n.41, pp.13-30.  Epub 30-Jun-2022. ISSN 0124-7441.  https://doi.org/10.17081/just.27.41.5677.

This article has as an objective analyze the perceptions that secondary school teachers have about the implementation of the public policy of school coexistence in Colombia, under the Law 1620 of 2013. It was applied a quantitative study where a questionnaire was designed, validated and applied to 50 teachers from 4 official and 2 unofficial secondary schools for grades 9, 10 and 11, in the city of Tunja, Boyacá department in Colombia. The Institutional Implementation of the Public Policy of School Coexistence in the secondary schools shown that teachers have a mean of 1.86 and a standard deviation of .756, as well as there were found significant differences related to age (χ² = 22.362 p = .008 < .05). Therefore, it could be concluded that from the teachers’ perception the institutional implementation of the Public School Coexistence Policy has been effective.

Palavras-chave : School coexistence; Educational policy; perceptions; school violence; public policy implementation.

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