Aprender a Convivir en Educación Superior desde la Práctica Docente, para una Sociedad Democrática

Abstract

This study was designed as an initial step to determine the didactic strategies in the development of behaviors of coexistence with a gender perspective, from a qualitative approach that examines the strategies described by teachers in their class planning. The discussion is then generated from existing theoretical debates around three assumptions: 1) higher education institutions have the responsibility of understanding the development of coexistence and its roots; 2) students emphasize levels of coexistence and build other types of relationships; 3) the educational model of higher education institutions demands integrating the gender perspective. The results of the research offer an approximation to the didactic strategies used by teachers and reveals that they have an impact on the behaviors of coexistence and rework the discourse in the interactional and relational framework. This is a key element in the development of skills and abilities that could promote a democratic society.