Reflections on the thesis prepared by basic education teachers

a qualitative review on school coexistence

Abstract

This paper outlines the results of the review of a series of dissertations, most of them produced by teachers working at basic education (pre-school, primary and secondary levels) schools and who have completed the Master’s degree program in School Coexistence Management offered by the National Pedagogical University in the 2015-2019 period. Based on the documentary analysis methodology, a qualitative approach was used to evaluate 36 Master's Thesis, seeking to identify their contributions to the setup of the coexistence management field at school, for the construction of knowledge and the development of intervention strategies. The following are some of the core questions raised: what are the main coexistence issues and dimensions addressed by teachers in their dissertations? What conditions are created to build up, in cooperation with partners, institutional mobilization processes of a more collective nature? What is the scope reached by the strategies and alternative solutions that are developed, given the challenge posed by the master’s degree program to generate an intervention device to tackle these issues? On the basis of these questions, the paper introduces some reflections that are considered relevant to feed back the design and development processes of devices intended to transform current school coexistence practices.