School-community relationships and convivencia. An ethnographic study of conflict management, inclusion and participation in two Mexican primary schools

In Mexico, as in other Latin American countries, school relationships –crucial for ensuring the right to education— are framed under the concept of school convivencia. This Spanish language term refers to the experiences of living together and learning to live together. In Mexico the need to improve convivencia has gone hand in hand with concerns about the need to increase citizen protection and reduce social violence. Educational policies foster the role of schools in this regard, but schools are often perceived as victims of an external harsh context that hinders the possibility of transformation. The ethnographic research here presented is aimed to analyse the relationships between two Mexican schools and their local communities, particularly in terms of families’ engagement, and the implications of such relationships for school convivencia. Data from participant observations, interviews and surveys was analysed using grounded theory oriented coding and situational analysis. The notion of convivencia was theoretically developed using a distinction between restrictive and comprehensive approaches. School practices were examined through an analytical scheme based on explicit and tacit convivencia practices, highlighting processes of conflict management, inclusion and participation. The main findings show, firstly, a restrictive understanding of school convivencia in both the educational policy and in the schools’ explicitly recognized work on convivencia, which is based on modifying students’ individual wrong behaviour. Secondly, that a wider more comprehensive approach which includes other types of actors and relationships is needed to explain and intervene in school convivencia. Finally, four modes –alliance, confrontation, detachment, collaboration- are presented as forms to understand convivencia patterns between families and schools. These modes aid to explain how constructions around the “appropriate” family and the “appropriate” involvement –in relation especially to the notion of “dysfunctional families”— shape specific patterns of relationships that contribute to the exclusion of the schools’ most vulnerable population

Desarrollo socioafectivo y convivencia escolar

Obra dirigida a profesores, directores y autoridades del sistema educativo interesados en abordar los problemas de interrelación humana desde la perspectiva de la convivencia escolar, como proceso de humanización, meta esencial de la educación que no puede ser abordada sólo desde la normativa, ni puede reducirse al ámbito exclusivo del aula, sino que está presente en todos los espacios mediatos e inmediatos de la escuela. La obra incluye un instrumento de autodiagnóstico dirigido a la escuela primaria.Consejo Nacional de Ciencia y TecnologíaGobierno del Estado de Jalisc

Co-existence in school: the students perspective

El presente artículo presenta los resultados de una encuesta aplicada a estudiantes de tercero y sexto de educación primaria en la Zona Metropolitana de Guadalajara, Jalisco, México. Esta encuesta forma parte de una investigación titulada “Procesos de diagnóstico del clima escolar en escuelas de educación básica de Jalisco basados en indicadores de convivencia escolar”, que también incluyó encuestas a docentes, padres de familia y directivos, con el objetivo de tener una visión general sobre la percepción de la convivencia escolar y las relaciones que la comprenden, con base en seis núcleos socio-afectivos: respeto, reconocimiento, cuidado, confianza, responsabilidad, y comunicación. La introducción enmarca la investigación y la fundamentación teórica basada en un análisis de trabajos sobre convivencia escolar en Hispanoamérica. Luego se explicita el método utilizado y se da cuenta de los resultados obtenidos. Por último, se discuten los resultados. Por ejemplo, llama a reflexión una regularidad: los estudiantes nos hacen saber, en una proporción de 80 de cada 100, que aprecian la existencia en su escuela de una mayoría de los rasgos de convivencia sometidos a su juicio. Por otra parte, las respuestas que se apartan de esa proporción comunican la presencia de conductas agresivas entre pares. ¿Habrá una convivencia dual?The article presents the obtained results from a survey conducted with Primary school third and sixth grade students in the metropolitan area of Guadalajara in the state of Jalisco, Mexico. This survey is part of a larger research project called “Diagnostic processes of school climate in Basic Education Schools of the state of Jalisco, based in indicators of school co-existence”. In this study we have also included surveys to teachers, parents and administrative personal with the objective of having a general view about the perception of school co-existence and the relationships that build it, using as basis six socio-affective: respect, acknowledgement, care, trust, responsibility, and communication. The introduction frames the research and theoretical support based on an analysis of work on school life in Latin America. Then explains the method used and realize results. Finally, we discuss the results . For example, calls for reflection regularity: Students us know, in a proportion of 80 out of 100, who appreciate their school existence in a majority of the traits of living under their judgment. Moreover, the answers that deviate from this ratio communicate the presence of aggressive behavior among peers. Will there be a dual coexistence?Este proyecto ha sido realizado gracias al auspicio CONACYT-FOMIX

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Global respiratory syncytial virus–related infant community deaths

Background Respiratory syncytial virus (RSV) is a leading cause of pediatric death, with >99% of mortality occurring in low- and lower middle-income countries. At least half of RSV-related deaths are estimated to occur in the community, but clinical characteristics of this group of children remain poorly characterized. Methods The RSV Global Online Mortality Database (RSV GOLD), a global registry of under-5 children who have died with RSV-related illness, describes clinical characteristics of children dying of RSV through global data sharing. RSV GOLD acts as a collaborative platform for global deaths, including community mortality studies described in this supplement. We aimed to compare the age distribution of infant deaths <6 months occurring in the community with in-hospital. Results We studied 829 RSV-related deaths <1 year of age from 38 developing countries, including 166 community deaths from 12 countries. There were 629 deaths that occurred <6 months, of which 156 (25%) occurred in the community. Among infants who died before 6 months of age, median age at death in the community (1.5 months; IQR: 0.8−3.3) was lower than in-hospital (2.4 months; IQR: 1.5−4.0; P < .0001). The proportion of neonatal deaths was higher in the community (29%, 46/156) than in-hospital (12%, 57/473, P < 0.0001). Conclusions We observed that children in the community die at a younger age. We expect that maternal vaccination or immunoprophylaxis against RSV will have a larger impact on RSV-related mortality in the community than in-hospital. This case series of RSV-related community deaths, made possible through global data sharing, allowed us to assess the potential impact of future RSV vaccines

An Ethnographic Approach to School Convivencia

Convivencia is a Spanish concept that addresses the ways of living together, living with others. School convivencia in particular is formed by the tapestry of social relations that construct the everyday life in schools, and it provides the relational elements and boundaries where the school experience is constructed. This article derives from an investigation of the relationships between two Mexican primary schools and their local communities and their implications for school convivencia. It presents two challenges of analysing school convivencia from an ethnographic perspective: the struggle between restrictive and comprehensive approaches and the tension between the specific and the complex in understanding convivencia

Abordagem Etnográfica à Convivência na Escola

Convivencia is a Spanish concept that addresses the ways of living together, living with others. School convivencia in particular is formed by the tapestry of social relations that construct the everyday life in schools, and it provides the relational elements and boundaries where the school experience is constructed. This article derives from an investigation of the relationships between two Mexican primary schools and their local communities and their implications for school convivencia. It presents two challenges of analysing school convivencia from an ethnographic perspective: the struggle between restrictive and comprehensive approaches and the tension between the specific and the complex in understanding convivencia.Convivência é um conceito que se refere a maneiras de conviver, de viver com os outros. A convivência na escola, em especial, é formada pela trama de relações sociais que constroem a vida cotidiana nas escolas, fornecendo os elementos e os limites relacionais sobre os quais a experiência da escola é construída. Este artigo resulta de uma investigação sobre as relações entre duas escolas de ensino fundamental mexicanas e suas comunidades locais e suas implicações para a convivência na escola. Apresenta dois desafios ao analisar a convivência na escola a partir de uma perspectiva etnográfica: um conflito entre abordagens restritivas e abrangentes e a tensão entre o específico e o complexo ao compreender a convivência.

El registro de incidentes de violencia como política de convivencia escolar en México

In Mexico, school convivencia [the experience of living together] has been established as a priority of the educational policy. In this article, I will analyze the orientations and implications of such policy through the specific study of one of its most representative actions: the report of aggressive or violence behavior incidents. This analysis derives from a wider ethnographic research performed in two Mexican public primary schools.  Firstly, I will specify the analytical framework used, based in a differentiation between restrictive and wide or comprehensive approaches to convivencia, and I will present the ethnographic methodology developed. Secondly, in relation to the results, I will analyze the policy at a normative level and then detail the enactment and implications of the aggressive and violent incidents report as a convivencia diagnostic practice. Finally, I will argue that this policy presents a restrictive approach to convivencia, and discuss its implications, specifying the need to reorient the educational policy towards a comprehensive convivencia to develop peaceful, inclusive and democratic relationships.En México, la convivencia escolar se ha posicionado como una prioridad de la política educativa. En el presente artículo se analizan las orientaciones e implicaciones de la misma a través de la revisión específica de una de sus acciones más representativas: el registro de incidentes de conducta agresiva o violenta. Este análisis se deriva de una investigación etnográfica más amplia realizada en dos escuelas primarias públicas mexicanas. Primero, se especifica el marco analítico utilizado, que se basa en una diferenciación entre perspectivas restringidas y amplias o comprehensivas de convivencia y se da cuenta de la metodología etnográfica desarrollada. Posteriormente, en relación a los resultados, se hace un análisis de la política a nivel normativo y se detalla la puesta en práctica e implicaciones del registro de los incidentes de agresión y de violencia como práctica de diagnóstico de convivencia. Finalmente, se argumenta porqué esta política presenta una visión restringida de convivencia y cuáles son sus implicaciones, y se especifica la necesidad de reorientar la política educativa hacia visiones más comprehensivas de convivencia para desarrollar relaciones pacíficas, inclusivas y democráticas.

Abordagem Etnográfica à Convivência na Escola

Convivencia is a Spanish concept that addresses the ways of living together, living with others. School convivencia in particular is formed by the tapestry of social relations that construct the everyday life in schools, and it provides the relational elements and boundaries where the school experience is constructed. This article derives from an investigation of the relationships between two Mexican primary schools and their local communities and their implications for school convivencia. It presents two challenges of analysing school convivencia from an ethnographic perspective: the struggle between restrictive and comprehensive approaches and the tension between the specific and the complex in understanding convivencia.Convivência é um conceito que se refere a maneiras de conviver, de viver com os outros. A convivência na escola, em especial, é formada pela trama de relações sociais que constroem a vida cotidiana nas escolas, fornecendo os elementos e os limites relacionais sobre os quais a experiência da escola é construída. Este artigo resulta de uma investigação sobre as relações entre duas escolas de ensino fundamental mexicanas e suas comunidades locais e suas implicações para a convivência na escola. Apresenta dois desafios ao analisar a convivência na escola a partir de uma perspectiva etnográfica: um conflito entre abordagens restritivas e abrangentes e a tensão entre o específico e o complexo ao compreender a convivência.