Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
DOIhttps://doi.org/10.31876/er.v6i41.815
Values in the development of the strengthening of labor
coexistence
Los valores en el desarrollo del fortalecimiento de la convivencia laboral
José Rivelino Reina Estacio*
Dora Emilcen Araujo Vallecilla*
Saydi Magaly Garcia Gobea*
Juan Gabriel Castañeda Polanco*
Received: September 12 , 2021
Approved: December 09 , 2021
* Business Administrator, Corporación Universitaria
Iberoamericana, Bogota, Colombia,
jreinaes@ibero.edu.co. https://orcid.org/0000-
0002-5409-6525.
* Economist, Corporación Universitaria
Iberoamericana, Bogota, Colombia,
daraujov@ibero.edu.co. https://orcid.org/0000-
0002-5368-6785.
* Bachelor's Degree in Ethno-education,
Corporación Universitaria Iberoamericana, Bogota,
Colombia, sgarci27@ibero.edu.co,
https://orcid.org/0000-0003-2489-5235
* Psychologist, Corporación Universitaria
Iberoamericana, jcastaneda@ibero.edu.co,
Bogota, Colombia, https://orcid.org/0000-0001-
7632-7526,
Abstract
This research article refers to the strengthening of healthy
coexistence through values, taking into account that values
strengthen a society and culturalize with significant aspects to live
in harmony. Therefore, the objective of this research is to
investigate how low coexistence influences the academic
performance of students. It was necessary to use an interview
applied to students and parents. By means of the qualitative
method, which allowed to know how values help to strengthen
coexistence, from the school and family context. Leaving as a
result particularly the participation and interaction between
families and young people in order to influence with rules and
values that are reflected in the educational context. At the end of
the project, a booklet will be delivered to the educational context
for the applicability with young people and to solve negative
situations of bad coexistence that may arise in it.
Keyword:
Educational , Coexistence , Family , Values
Cite this:
Reina, J., Araujo, D., Garcia, S.
Castañeda, J. (2022). Values in the
development of the strengthening
of labor coexistence Espirales.
Revista Multidisciplinaria de
investigación científica, 6(41), 47-
57
Values in the development of the strengthening of labor coexistence
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
48
Introduction
From its continuous work, it has sought in all its processes to promote healthy
coexistence as a decisive point to strengthen the values that are the main ingredient in
the formation of integral people in this society of conflicts and constant violation of
human rights in all its forms. We are convinced that a healthy coexistence contributes
positively to the learning and development of human knowledge in all its areas.
For Muñoz-Seco et al., (2006) carry out a research to know the perception of Primary
and Secondary Education teachers about discipline in their classrooms, according to
the variables of gender age and educational level in which they work. Their general
conclusions are that teachers at the Secondary level report finding more conflictive and
aggressive events in their classrooms than those at the Primary level, which coincides
with the results of other studies such as that of Serrano & Portalanza, (2014) y González
& Rodríguez, (2011).
This project proposes to design a pedagogical strategy to counteract the identified
problem of low school coexistence in the Educational Institution, because as many
authors have stated, this issue was not a priority in educational institutions several years
ago, only in the 80's when the constant reports of physical and verbal aggressions,
among others, became public, not to say that they did not exist, but it is precisely the
studies prior to the 90's that evidenced the conflict and its degree of affectation in the
moral and intellectual development of the student.
Resumen
El presente artículo de investigación, hace referencia al
fortalecimiento de la sana convivencia a través de los valores,
teniendo en cuenta que los valores fortalecen a una sociedad y
culturaliza con aspectos significativo para vivir en armonía. Por lo
tanto, esta investigación tiene como objetivo indagar como la baja
convivencia influye en el rendimiento académico en estudiantes. Fue
necesario la utilización de una entrevista aplicada a los estudiantes,
y padres de familia. Por medio del método cualitativo, que se
permitió conocer como los valores ayudan a fortalecer la convivencia,
desde el contexto escolar y familiar. Dejando como resultado
particularmente la participación e interacción entre las familias y los
jóvenes en pro de incidir con reglas y valores que se vean reflejados
en el contexto educativo. Como finalización de este se entregará una
cartilla al contexto educativo para la aplicabilidad con los jóvenes y
resolver situaciones negativas de mala convivencia que se presente
en la misma.
Palabras clave
. Educativo , Convivencia, Familia , Valores
José Rivelino Reina Estacio, Dora Emilcen Araujo Vallecilla, Saydi Magaly Garcia Gobea, Juan Gabriel Castañeda
Polanco
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
49
According to Echeverri & Cruz, (2014) y Toribio-Díaz et al., (2013) the repeated
appearance in the media of negative news related to conflicts resolved in a non-
peaceful way in the school environment in fact, a significant number of teachers place
in the behavioral problems of students the main stumbling block they encounter in the
development of their professional practice (Cubillos Rivera et al., 2014, p.75)
For learning to be possible, the exchanges between all the actors of the institution
(students, teachers and parents) who share the activity in the school and who make up
that network of interpersonal links called coexistence, must be built daily, maintained
and renewed every day, according to certain values. For (Cortés Rubio et al., 2003, p.
290) "In fact, it is a hard and prolonged, one might even say, endless apprenticeship in
the life of every subject": One only learns from experience. One only learns if it becomes
a necessity. It is only learned if lasting changes in behavior are achieved, allowing an
active adaptation to the personal and social environment of each one. Focused
academic foundation.
As mentioned Reynoso, (2014); Natividad, (2015) will allow to see the scenario and
people in a holistic perspective that will not be reduced to simple variables, but will be
a whole the main focus of this research project. It is also based on the Population and
participating entities, this research is developed with the educational community, is
located in the urban area in the commune #4 of the District of Tumaco, was founded by
resolution No 4075 of December 2002 (it becomes an Educational Institution), its
modality is Academic is public, has calendar A, serves in day and night shift, from
preschool to Technical High School, is directed by Dr. Stella Roció Ramírez Villegas.
It serves 1,190 students. It is also intended to involve NGOs such as Save the Children
to support this research process in the understanding that it is a general problem
present in many of the educational establishments. In addition to the qualitative
method, research variables are the quantitative or qualitative characteristics and
properties of an object or phenomenon that acquire different values, that is, they vary
with respect to the units of observation. For example, the variable sex can take on two
values: female and male.
These authors also see variables as the different elements that are influencing an object
or process under investigation; for example, for the study of the formation and
development of skills for working with targeted students, some of the variables could
be: number of students in the work group, age of the students, size of the environment,
characteristics of the teacher, class schedule, work methodology used, state of the work
instruments, motivational level of the students and teachers, among other instruments.
An Interview Format will be designed and applied to collect the information and make
the respective analysis by means of Tabulation using software. In Procedures 4 stages
are proposed, the first one is diagnostic with which it is intended to collect information
(Maintenance of records and individual interviews).
Values in the development of the strengthening of labor coexistence
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
50
It is considered adequate for its personalized approach will yield clear and real data that
will capture the emotions and perceptions giving elements to solve the problem of low
coexistence in the institution, the second stage development of three (3) workshops to
the focus group, with which it is intended to identify the knowledge and application of
values in the home and educational community.
In addition, to establish the type of relationship existing in the focus group for a healthy
coexistence, promoting values such as: respect, tolerance, solidarity, strengthening the
bonds of friendship, trust and acceptance among this educational community Design
and socialization of the strategy and feedback.
Materials and methods
In this research having identified that the problem within the I.E Educativa prevents
healthy coexistence, a situation that is reflected in the constant verbal confrontations of
some students of the basic secondary school, it is considered relevant to use the
Qualitative method because it will allow us to collect data allowing flexibility in its
interpretation by being inductive, which does not occur with the quantitative, as it
mentions (Becattini, 2013, p. 225)
Therefore, the target population are the students of the I.E; they are thirty-three (33)
sixteen (16) women and seventeen (17) men, but a sample of fifteen (15) was taken, of
which (9) are men and seven (6) women, with ages between 12 to 14 years old.
For this research problem it was necessary to apply as an instrument of data collection,
by means of interviews that will seek to reach the directors, students and parents.
We used documents, minutes of commitment that were designed and other records
that exist in the Educational Institution, on cases of aggression or intolerance that are
presented or have been presented in the basic secondary school, the reliability of this
research will serve as a starting point for this research project. In this investigation
initially a diagnosis is made, contact is established with the rector and other members
of the educational community of the I.E., socializing and explaining what the research
project consists of, pedagogical benefits and impact for the community, with which it is
intended to know the situation of conflict and emotional relationship of the students
with their family nucleus, as well as with the teachers.
With the application of the interview format to students and parents to know what they
know about Ancestral Values, Healthy Coexistence, as well as their emotional
relationship. By conducting the three (3) workshops to promote Ancestral values from
the family and teachers to the children for healthy coexistence, it was possible to
establish exchange of experiences, management of emotions, analysis of strengths and
weaknesses of the participants. We also identified and promoted pedagogical
strategies to strengthen the Ancestral Values for healthy coexistence, and finally
José Rivelino Reina Estacio, Dora Emilcen Araujo Vallecilla, Saydi Magaly Garcia Gobea, Juan Gabriel Castañeda
Polanco
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
51
delivered to the school a copy of the final work to be replicated in other grades and a
booklet.
Results
Within this research, different results were obtained in response to each of the
objectives proposed in this research article. Therefore, the first objective of this
research was to carry out a diagnosis to know the conflictive and emotional situation of
the students and their families, as well as with the teachers of the Educational Institution,
which allowed:
To have the necessary elements to identify the different problems, management,
operation and resolution of the same, although there are rules such as Decree 1965 of
September 11, 2013, "Whereby Law 1620 of 2013, which creates the National System
of School Coexistence and Training for the Exercise of Human Rights, Education for
Sexuality and the Prevention and Mitigation of School Violence, is regulated." Decree
1860 Establishes Guidelines and Objectives for School Coexistence Manuals. They state
that they know and apply the first decree in the regulation, but D.1860 does not
establish a conduit to solve conflicts, it is explained why they do not have one:
• There is no physical route for problematic attention to I.E. coexistence.
• There is no risk map that facilitates the identification of the most dangerous
areas in the school in order to provide adequate surveillance.
• There is evidence of teachers' awareness of the need to comply with their
disciplinary schedules.
• Activities are promoted to improve coexistence, providing the community in
general with a peaceful environment for coexistence and conflict management.
Within the same objective, parents indicate the following:
• They are informed about school violence and its symptoms, and want to learn
how to identify warning signs in their children.
• They claim to give you indications on how to deal peacefully with situations of
school violence, when you are a victim, or simply when you are trying to defend
a classmate.
In the same way, the students, within the objective, relate a different way of thinking,
which was related:
• They know that every act brings a consequence and that it is important to put
themselves in the other person's shoes and treat them with respect.
• Do not exclude anyone from their activities, from their games, try to understand
how they would feel if they were excluded.
• Do not tell lies about others, do not spread rumors, gossip, do not use the
Internet to threaten or harm.
Values in the development of the strengthening of labor coexistence
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
52
Clearly in this section, it became evident that each act brings with it a consequence,
hence the importance of being able to carry significantly from the values, as a
fundamental strategy for healthy coexistence, between the interaction of students,
students and parents.
On the other hand, it was also necessary to interview students and parents to find out
what they know about Ancestral Values and Healthy Coexistence.
As results, parents give a very different perspective which are related below:
• They know the importance of educating their children in the control of emotions,
how to behave with others, and how to live with others. The first teaching is done
by example, they say.
• They express the importance of instilling values in their children.
• Work as a team of the entire educational community, share ideas, actions or
processes that have been carried out and have given good results in the
promotion of values.
In other words, parents express the importance of instilling values in their children, so
that this in turn is reflected in a different context that proposes actions for change:
• You are not inferior or a coward for not responding to aggressions, but you must
be brave enough to face the situation peacefully and look for a solution, it is
time to act.
The students reflect a neutral position, as the only solution is to look for a way to deal
with a bad moment of bad coexistence that may occur in a negative context, solve the
problems and then act.
Within the same research article, it was necessary to identify and promote pedagogical
strategies to strengthen the Ancestral Values for healthy coexistence.
Therefore, the following is proposed:
• The curriculum that underlies the pedagogical practice, directs the topics to be
developed by implementing learning tactics that make this pedagogical process
viable.
• The experiences for their re-signification must be fostered by the ancestral
knowledge that they pass through the school. Boys, girls and adolescents, when
approached in their daily lives, express through their emotions the knowledge
they have learned from older people (grandparents, parents, students of the
communities).
• For this reason, the pedagogical practice, the curriculum and ancestry, form an
amalgam, so that the school respects the variety; new ways of interpreting
knowledge are generated, enhancing the various environments, self-approval,
recognition of others, healthy coexistence and change from the realities of the
subjects, new pedagogical interpretations.
José Rivelino Reina Estacio, Dora Emilcen Araujo Vallecilla, Saydi Magaly Garcia Gobea, Juan Gabriel Castañeda
Polanco
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
53
Subsequently, the degree work will be formally delivered to the school in a formal
ceremony in the presence of the entire educational community and its environment.
Discussion
It is for this reason that Morales, (2016) is related to 3 types of moral feelings that
generate certain reactive reactions, which should be self-regulated in beings such as:
resentment, indignation and remorse. "Contrary to this research, where it was
demonstrated by the students and parents that the only means of reconciliation within
a healthy coexistence is through values, which generates a healthy harmony as a means
of conflict resolution" p.89.
Subsequently, resentment is caused by certain situations in which a person feels
offended or hurt by the action of another person or persons. It is an attitude manifested
by offense or indifference. However, this research points out that an indignant person
is a person who assumes a disapproving reaction to an action responsible for
resentment in another person or persons.
Finally, remorse refers to the feeling of guilt and the assumption of responsibility for
having provoked resentment. In conclusion, resentment is experienced by the offended
individual, indignation is verified in other person or persons who have seen the action
of resentment.
However, it is pointed out that the problem of coexistence, the incidence of
mistreatment and the situation of conflict, typologies and main characteristics.
Therefore, this research Cortés et al., (2003) points out that teaching values should help
to inhibit or self-regulate these types of moral feelings, which, far from bringing human
beings closer together and producing the basis for peaceful coexistence, feed conflicts
and hatred.
Students should tend to relate values as a strategy to live together in a healthy
coexistence, from home, educational context, to improve and solve problems or
negative context that generates complex situations and generates a bad coexistence
between one and several people.
For Tinoco & Lugo, (2015) will is understood by will: As a kind of causality of rational
living organisms, that is, of humans, which has independence as an important property
that affects their reasons for independent choice in the ways of thinking and acting. We
speak of this properly human faculty that moves individuals to do or not to do a definite
act and clearly, this property of being able to choose to do or not to do, is based on
their independence of choice, so this independence of the will creates in human beings
the condition of sovereignty in the sense of their thinking and acting.
In this research article, the concept of will, it was proved that there is the disposition of
the parent, as well as the student, to propose initiatives in accordance with the position
Values in the development of the strengthening of labor coexistence
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
54
of strengthening the healthy coexistence, through values. Sobrequés et al., (2003) The
term "will" is used as a coincidence of living organisms. For this research, this indication
goes beyond a causality, because there is in the teachers and parents the concern to
contribute in solutions that allow to improve even more the healthy coexistence through
values.
These reactions remain in relation to the requests that an affected person makes to
others and those that others make to third parties. Remorse is associated with the
requests that others make to oneself and that make us feel obligated and responsible
for the harm done. This is a self-reactive reaction. The reactions described manifest the
demand for respect, both in personal, interpersonal and collective terms. These are
properly human reactions and are expressed in our life in society.
Conclusions
The infant's willingness to work, taking possession of every moment of the proposed
occupations, enjoying every achievement obtained and learning with decorum from the
mistakes made, committing himself to improve interpersonal interrelationships in the
group through the practice of values, brought with his arrival the expression of his
feelings, thoughts and activities as a manifestation of his physical, psychic, particular
and spiritual needs.
The sensitization to the rescue and practice of values in the family nucleus and in the
school, allowed the strengthening of interpersonal interactions, improving social
coexistence in healthier and more peaceful environments. The society has been aware
of the problems that were detrimental to the healthy coexistence between girls and
boys, for this reason they participated and helped in the various occupations carried out
and sharing in harmony, they managed to improve the treatment with their peers.
Therefore, it is concluded as follows:
• The articulated work with the educational community showed a decrease in
conflict situations.
• Students' control of their emotions such as Anger and/or Anger.
• Parents and directors valued the opportunity to provide meeting spaces
(workshops).
• For students and the educational community in general, it is recommended to
strengthen emotional intelligence.
It should be made clear that the occupations were not only developed with the sample
population of the plan, but were also put into practice in other pedagogical
environments where receptivity was observed and the proposed goals were met. It is
necessary to continue with the practice of these playful occupations that reinforce values
and integrate the educational society in order to continue improving coexistence in our
workplace.
José Rivelino Reina Estacio, Dora Emilcen Araujo Vallecilla, Saydi Magaly Garcia Gobea, Juan Gabriel Castañeda
Polanco
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
55
The mission of the Educational Institution is to organize and provide educational
services at the preschool, elementary, junior high and high school levels, to children,
youth and adults in a comprehensive and quality way to face life in a critical, analytical
and investigative way; with an education focused on values, the development of basic,
labor, citizenship and affective competencies, within the framework of communication
skills, with a spirit of progress and vision of the future, committed to the development
of their family, their community and their region; in the improvement of the quality of
life, taking into account the problems of poverty, vulnerability and access to education.
..........................................................................................................
References
Becattini, S. (2013). De-construction: from
employment policy to labor
citizenship policy. Latin American
Journal of Social Law,16 , 219-232.
https://doi.org/10.1016/s1870-
4670(13)71968-7.
Cortés, J. A., Martín, J., Morente, M.,
Caboblanco M., Garijo, J., &
Rodríguez, A. (2003). Work climate in
primary care: what needs to be
improved? Atención Primaria,32 (5),
288-295.
https://doi.org/10.1016/s0212-
6567(03)79277-4
Cubillos, B., Velásquez, F. C., & Reyes, M.
(2014). Improvement plan for
organizational climate variables that
affect job performance in a state
entity. Suma de Negocios,5 (10), 69-
73. https://doi.org/10.1016/s2215-
910x(14)70012-6.
Echeverri, D. R. C., & Cruz, R. Z. (2014).
Review of organizational climate
assessment tools. Estudios
Gerenciales,30 (131), 184-189.
https://doi.org/10.1016/j.estger.2014
.04.007
González, C. G., & Rodríguez, J. M. (2011).
Active employment generating
policies for Cali - Colombia. Estudios
Values in the development of the strengthening of labor coexistence
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
56
Gerenciales,27 (118), 13-41.
https://doi.org/10.1016/S0123-
5923(11)70144-9
Morales, M. A. (2016). An approach to
harassment in the workplace from a
comparative perspective. Boletin
Mexicano de Derecho Comparado,49
(147), 71-98.
https://doi.org/10.22201/iij.24484873
e.2016.147.10640.
https://doi.org/10.22201/iij.24484873
e.2016.147.10640
Muñoz-Seco, E., Coll-Benejam, J. M.,
Torrent-Quetglas, M., & Linares-Pou,
L. (2006). Influence of work climate on
the satisfaction of health
professionals. Atencion Primaria,37
(4), 209-214.
https://doi.org/10.1157/13085951
Natividad, T. H. (2015). La Justicia Laboral
Mexicana Ante Los Derechos
Humanos Y La Competitividad.
Revista Latinoamericana de Derecho
Social, 20, 125-142.
https://doi.org/10.1016/j.rlds.2014.0
8.003.
https://doi.org/10.1016/j.rlds.2014.0
8.003
Reynoso, C. (2014). The transformations of
the concept of the firm. Revista
Latinoamericana de Derecho
Social,18 , 133-158.
https://doi.org/10.1016/s1870-
4670(14)70167-8.
Serrano, B. J., & Portalanza, C. (2014).
Influence of leadership on
organizational climate. Suma de
Negocios,5 (11), 117-125.
https://doi.org/10.1016/s2215-
910x(14)70026-6.
Sobrequés, J., Cebrià, J., Segura, J.,
Rodríguez, C., García, M., & Juncosa,
José Rivelino Reina Estacio, Dora Emilcen Araujo Vallecilla, Saydi Magaly Garcia Gobea, Juan Gabriel Castañeda
Polanco
Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41
April – June - 2022. e-ISSN 2550-6862. pp 47-57
57
S. (2003). Job satisfaction and
professional burnout among primary
care physicians. Atención Primaria,31
(4), 227-233.
https://doi.org/10.1016/s0212-
6567(03)79164-1.
Tinoco, C. S. Q., & Lugo, S. R. (2015). La
Reforma Laboral, La Precarización Del
Trabajo Y El Principio De Estabilidad
En El Empleo1. Latin American
Journal of Social Law, 21, 179-201.
https://doi.org/10.1016/j.rlds.2015.0
7.007.
https://doi.org/10.1016/j.rlds.2015.0
7.007
Toribio-Díaz, M. E., Medrano-Martínez, V.,
Moltó-Jordá, J. M., & Beltrán-Blasco,
I. (2013). Network of informal
caregivers of patients with dementia
in the province of Alicante, description
of their characteristics. Neurologia,28
(2), 95-102.
https://doi.org/10.1016/j.nrl.2012.03.
010.
