Pixel International Conferences

Different investigations show the way in which school climate affects different development and learning processes, at a bio-psycho-social and emotional level. Aspects such as school coexistence, the organization in the classroom, different types of conflict and school violence are part of a complex network of interactions that define spaces where children and young people, teachers in different contexts and cultures exist in the formal environment and institutional school. The evident tensions associated with individual and collective realities end up nuanced the so-called climates, some of them positive in that they generate the deployment of the capacities of those who make up generating affirmative dynamics in which there are explicit and implicit mechanisms for managing situations, others, characterized by being climates in which, on the contrary, significantly increase conflict situations. The paper seeks to identify, in the case of the Central Zone region of Boyacá-Colombia and based on research, the main dimensions that condition the school climate, as well as innovative practices that make school climates allow for collective growth and development, allowing respectful relationships and the experience of values that permeate the institutions. On the other hand, it is expected that from the results the experience can be shared with other researchers in the field to contrast experiences and promote work networks and international cooperation.  

Keywords: School climate in Colombia, Bulling, School relationships;