Donde se teje la escuela: relaciones, ausencias y dolencias. Estudio decaso en una escuela de Michoacán

Understanding coexistence from a systemic perspective allows us to understand relational dynamics as guidelines for maintaining a balanced coexistence. The research questions in this study were: What are the relationships of coexistence maintained by teachers and students in grades 5 and 6 in the classroom? And what relational environment fosters coexistence? The objective was to analyze the relational environments maintained by teachers and students in an elementary school in Michoacán. The research was positioned within an interpretive paradigm with a qualitative approach, using case studies as a method to understand reality. The techniques used were observation, interviews, narratives, and focus groups. The results identified three relational environments (permissive, dialogic, and authoritarian), which portray relationships, absences, and ailments, and how these sustain interactions within the school structure.