Educational policy, violence and school coexistence. The experience in two schools

Abstract

Before the slightly effective results that the corrective approach showed to take charge of violence, some prevention-oriented proposals appeared, demonstrating that it is better anticipating than correcting antisocial conducts. In that frame, school harmony has been chosen as a tool in the academic and institutional fields in Mexico. This research's objective was to identify the development of the educational policy oriented towards fostering school coexistence in two primary schools with different contexts in the state of Tlaxcala, Mexico. The working method consisted of two phases: 1) the diagnosis of the school violence situation and 2) the identification of the school harmony policy implementation. The results show violence situations and strategies relatively contrast.