Influence of the socio-cultural context on children's coexistence as perceived by teachers

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Villalobos Palacio Andrea, Quintero Velandia Salomón, Yangali Vicente Judith Soledad


The research focused on investigating the influence exerted by the socio-cultural context on the coexistence of children in public institutions in the region of Urabá; therefore, it was structured methodologically as a basic research of mixed approach, from the qualitative it was inductive with a hermeneutic phenomenological design and from the quantitative hypothetical deductive with a non-experimental design and a causal correlational level. Fifty-three teachers from eight of the nine non-certified municipalities in the region participated: Arboletes, Carepa, Chigorodó, Murindó, Mutatá, Necoclí, San Juan de Urabá and San Pedro de Urabá in the department of Antioquia to whom the ICSC test (Influence of the Social Context on Coexistence) was applied, elaborated for the study and applied by means of a questionnaire and an in-depth interview adapted for virtuality given the pandemic conditions that forced social distancing, based on the three study variables: sociocultural context, social pedagogy and coexistence, the results indicate that the sociocultural context does influence the coexistence of the children reflecting in the behaviour, therefore, the alternative hypothesis was accepted, the Cronbach's alpha analyses showed a high value of reliability.

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