Sociocultural resilience, prosociality and peaceful interpersonal relationships in group 1°5 of an Official High School

Abstract

There are different perspectives to understand and interpret coexistence, so a position that identifies the peaceful and/or violent interpersonal relationships that may exist in the classroom helps us to get a little closer to reality. The following proposal identifies two possibilities and shows how, through existing peaceful relations, students themselves can manage the group’s environment and, be motivated by the adults with those who live together to transform their environment through prosociality, managing to identify other alternatives to live together and decrease violent relationships, also identifying prosociality as another element of sociocultural resilience. So the peaceful and/or violent patterns of relationship were reviewed through what was documented in the behavioral follow-up compendium, to see how the variables move in each month throughout the semester. In this sense, an investigation was carried out from the quali-quantitative approach in group 1°5 of an Official High School located in the community of San Pablo Autopan in Toluca, State of Mexico; mixed method called Dominant Model Concurrent Nested Design (DIAC) was used. It was found that rescuing the peaceful elements students already had increases the chance to reduce the number of violence and increase levels of peaceful relations in the group.