<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682025000101202</article-id>
<article-id pub-id-type="doi">10.22235/pe.v18i1.4131</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Convivencia escolar dialógica y preventiva: estudio de caso de una escuela con baja frecuencia de medidas disciplinarias punitivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogic and Preventive School Coexistence: A Case Study of a School with Low Incidence of Punitive Disciplinary Measures]]></article-title>
<article-title xml:lang="pt"><![CDATA[Convivência escolar dialógica e preventiva: estudo de caso de uma escola com baixa frequência de medidas disciplinares punitivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira Elgueta]]></surname>
<given-names><![CDATA[Nicolás Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poblete]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Urbina]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Mallegas]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villegas]]></surname>
<given-names><![CDATA[José Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad de Playa Ancha de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Universidad de Tarapacá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682025000101202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682025000101202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682025000101202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los abordajes estrechos de la convivencia escolar suponen una comprensión problemática de los conflictos escolares, la que tiende a la acción de una disciplina punitiva. La investigación sobre disciplina punitiva sostiene hibridaciones en estos enfoques, que se mixtura con otros de tipo formativos. Pese a ello, existen escasos estudios que caractericen los abordajes formativos de los conflictos escolares. Bajo un diseño de estudio de caso con aproximación cuasi-etnográfica, se buscó caracterizar los abordajes formativos utilizados por una institución educativa que presenta bajos niveles de prácticas de disciplina punitiva. Se realizaron observaciones persistentes, análisis de documentos institucionales y entrevistas en profundidad a estudiantes, asistentes de la educación, docentes y personal directivo. Los resultados caracterizan lo formativo asociado a distintas acciones de diálogo preventivo que sitúan al estudiantado como el centro de los procesos educativos y una institución escolar que se narra en tránsito hacia una gestión de la convivencia escolar formativa en la medida en que se previenen situaciones de conflictividad escolar. Se discuten las implicancias de estos resultados para un abordaje formativo de la conflictividad escolar]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Narrow approaches to school coexistence often involve a problematic understanding of school conflicts, typically leading to punitive disciplinary actions. Research on punitive discipline highlights a blending of these approaches with more formative strategies. However, few studies specifically characterize formative approaches to school conflict management. This study, designed as a case study with a quasi-ethnographic approach, aimed to characterize the formative methods employed by an educational institution with low levels of punitive disciplinary practices. Persistent observations, analysis of institutional documents, and in-depth interviews with students, education assistants, teachers, and administrative staff were conducted. The findings highlight formative practices associated with various preventive dialogic actions that place students at the center of educational processes. The school is portrayed as being in transition toward a formative approach to conflict management, focusing on preventing conflict situations. The implications of these results for adopting a formative approach to school conflict management are discussed]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As abordagens restritas da convivência escolar pressupõem uma compreensão problemática dos conflitos escolares, que tende à ação de uma disciplina punitiva. As pesquisas sobre disciplina punitiva indicam a existência de hibridações nessas abordagens, que se mesclam com outras de caráter formativo. Apesar disso, são escassos os estudos que caracterizam as abordagens formativas dos conflitos escolares. Sob um desenho de estudo de caso com abordagem quase etnográfica, buscou-se caracterizar as abordagens formativas utilizadas por uma instituição educativa que apresenta baixos níveis de práticas de disciplina punitiva. Foram realizadas observações persistentes, análise de documentos institucionais e entrevistas em profundidade com estudantes, assistentes da educação, docentes e equipe diretiva. Os resultados caracterizam o formativo associado a diferentes ações de diálogo preventivo, que colocam os estudantes no centro dos processos educativos, e uma instituição escolar que se narra em transição para uma gestão da convivência escolar formativa, à medida que previne situações de conflito escolar. Discutem-se as implicações desses resultados para uma abordagem formativa da resolução de conflitos escolares]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conflicto escolar]]></kwd>
<kwd lng="es"><![CDATA[convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[prácticas punitivas]]></kwd>
<kwd lng="es"><![CDATA[prácticas formativas]]></kwd>
<kwd lng="es"><![CDATA[gestión escolar]]></kwd>
<kwd lng="en"><![CDATA[school conflict]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[punitive practices]]></kwd>
<kwd lng="en"><![CDATA[formative practices]]></kwd>
<kwd lng="en"><![CDATA[school management]]></kwd>
<kwd lng="pt"><![CDATA[conflito escolar]]></kwd>
<kwd lng="pt"><![CDATA[convivência escolar]]></kwd>
<kwd lng="pt"><![CDATA[práticas punitivas]]></kwd>
<kwd lng="pt"><![CDATA[práticas formativas]]></kwd>
<kwd lng="pt"><![CDATA[gestão escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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