Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts

A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]

Abstract

This article examines the pedagogical role of the high-school moderator in regulating school climate in contexts of high socio-educational vulnerability, based on a qualitative case study, conducted in an AFTE program, at an urban public secondary school. Using an interpretive approach grounded in records, field notes, and document analysis, the study analyzes pedagogical interventions implemented over a five-week period. The analysis is guided by three key questions: What types of educational community-based intervention are carried out in an AFTE? How are pedagogical mediation processes configured in solving conflicts? What transformations can be observed in group dynamics over the course of the intervention? Special attention is given to two mechanisms ("word box" and positive recognition practices). The results show gradual changes in the ways of interaction, continuity, and conflict resolution. Limits are associated with the centrality of the adult figure and a strong contextualization of the experience.