Sensitive education: effects of a formative pedagogy for democratic coexistence in Peruvian schoolchildren

Abstract

The article was developed in response to the lack of social democratic coexistence, which has been transferred to the Peruvian educational system. The findings from 2015 to the present point that this problem prevails in school groups organized by policies with a lack of social justice. Additionally, the use of a vertical pedagogy produces an anarchic state in the classroom. This primal anarchic state is transferred between teachers and students through the execution of curricular programming, so the problem starts from the process of public schooling. The central objective was to verify the democratic school change of coexistence after applying a program of Sensitive Education or education based on sensitivity, which consists of a pedagogical theory supported by moral training to strengthen actions based on social cooperation. The methodology of the research has a quantitative approach, with a pre-experimental design typology. The sample consisted of 40 individuals from the fourth grade of primary school (M = 10.1 years, D.E. = 1.84), from a vulnerable context in Lima, Peru. The Scale of Measurement of Democratic Coexistence (ESMCD) was used. The results corroborate that the method of Sensitive Education based on awareness, autonomy and emotional self-evaluation increased the rates of democratic coexistence. It is concluded that the factors of self-consciousness, reflexivity, and attitudinal and affective sensitivity guide and determine the constitution of democratic values ​​materialized in indicators such as: a) tolerance capacity, b) adjustment to democratic norms and c) conflict resolution. Finally, the reflection on the results, indicate that collaboration is the competition that was developed more slowly in the student group.