School Coexistence: Policies and Conflict Resolution

The aim of this paper is to explain the relationship between the policies for school coexistence implemented in the San José Educational Institution and its relationship with conflict resolution. The research had a qualitative methodology, with an ethnomethodological approach, based on semi-structured interviews and surveys. The starting point was conceptual questions formulated with the purpose of having an appreciation of the previous knowledge that the students have about the subject, they were asked about the regulations related to school coexistence, about its applicability in the institution, about the coexistence manual, about the treatment they give to conflicts, about the difference between violence and conflict, bearing in mind that this institution is framed under the system of criminal responsibility for adolescents in the Colombian territory. It is concluded that there is no clear differentiation in the conceptualisation and regulations governing school coexistence, by students and some teachers, conflict resolution is done from the coexistence manual as a punitive exercise, not reflective or restorative.