<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782024000100259</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782024290089</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Introduciendo componentes metodológicos a la convivencia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Introducing methodological components to school coexistence]]></article-title>
<article-title xml:lang="pt"><![CDATA[Apresentando componentes metodológicos à convivência escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrades-Moya]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Maule ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782024000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782024000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782024000100259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La convivencia escolar suele relacionarse con las interacciones que llevan a cabo las personas de un contexto educativo. Estas interacciones pueden ser reguladas mediante procesos metodológicos formales e informales. Por ello, junto a un grupo de personas, denominado Comunidad de Investigación, se desarrolló una investigación participativa, con el propósito de abordar el potencial metodológico de la convivencia escolar, introduciendo componentes y características que posibiliten posicionarla como una praxis, enfocada en la co-construcción de conocimientos. Para ello, se optó por la metodología dialógica-kishu kimkelay ta che, que se caracteriza por la participación política y el desarrollo conjunto de todo el proceso investigativo. Entre los principales resultados, se identificaron componentes metodológicos que permiten extraer un plano denominado praxis de la convivencia escolar. Estos componentes potencian el aspecto preventivo y la generación de conocimiento sobre esta temática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT School coexistence is usually related to the interactions between people in an educational context. These interactions can be regulated through formal and informal methodological processes. For this reason, together with a group of people called Research Community, participatory research was developed to approach the methodological potential of school coexistence, introducing components and characteristics that make it possible to position it as a praxis focused on the co-construction of knowledge. For this purpose, we opted for the dialogic methodology kishu kimkelay ta che, characterized by political participation and the joint development of the entire research process. Among the main results, methodological components were identified that make it possible to extract a plan called praxis of school coexistence. These components enhance the preventive aspect and the generation of knowledge on this subject.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A convivência escolar costuma estar relacionada às interações realizadas pelas pessoas em um contexto educacional. Essas interações podem ser reguladas por meio de processos metodológicos formais e informais. Por isso, junto com um grupo de pessoas denominado Comunidade de Pesquisa, desenvolveu-se uma pesquisa participante voltada para abordar o potencial metodológico da convivência escolar, apresentando componentes e características que permitem posicioná-la como uma práxis, voltada para o coconstrução do conhecimento. Para isso, foi escolhida a metodologia dialógica kishu kimkelay ta che, que se caracteriza pela participação política e pelo desenvolvimento conjunto de todo o processo de pesquisa. Entre os principais resultados, foram identificados componentes metodológicos que permitem extrair um plano denominado práxis de convivência escolar. Esses componentes potencializam o aspecto preventivo e a geração de conhecimento sobre o assunto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Convivencia Escolar]]></kwd>
<kwd lng="es"><![CDATA[Metodología de Investigación Educativa]]></kwd>
<kwd lng="es"><![CDATA[Comunidad de Investigación]]></kwd>
<kwd lng="en"><![CDATA[School Coexistence]]></kwd>
<kwd lng="en"><![CDATA[Educational Research Methodology]]></kwd>
<kwd lng="en"><![CDATA[Research Community]]></kwd>
<kwd lng="pt"><![CDATA[Convivência Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia de Pesquisa Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de Pesquisa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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