La disciplina positiva como estrategia de transformación del rol docente, desde el pensamiento antropológico de Fernando Rielo

Abstract

Abstract: The present study analyzes positive discipline as a strategy for the transformation of the teacher s role. It is based on the anthropological thought of Fernando Rielo, in an educational Institution of the bachelor s level. The investigation is founded because of the necessity of overcoming disciplinary practices with normative and punitive structures, and instead of that it is proposing a formative vision centered in the dignity of the human person. It used a quantitative approach, with a descriptive and comparative research form, and a transversal structure. The sample consisted of teachers and students, to whom structured surveys were applied which evaluated four dimensions: the teaching practice of positive discipline, integral formation came across from the anthropology of Rielo, transformation of the teaching role and application of syneidotherapy and the education in ecstasy. The results showed a moderate difference between the teachers self-evaluation and the student s perception, and being the latter more favorable in their valuation of practices associated with the guidance, respect and pedagogic mediation. It is concluded that positive discipline becomes more effective when integrated into an anthropological framework that conceives the teacher as a formative mediator and the student as a person gifted with dignity and oriented to an integral development.