Perception of Mexican Educational Actors Regarding the Implications of School Life on Educational Achievement

Abstract

This paper analyses the implication of school life, understood as coexistence, in
the educational achievement of secondary school students. The article is based on
data collected as part of a collective piece of research from the perspective of the
sociological phenomenology of Alfred Schutz. 135 in-depth interviews were
conducted with both teachers and students as well as participant observation
sessions at different times and spaces in the educational institutions in this study.
Further discussion is enhanced when problems such as insecurity and poverty are
brought forward into the scene. It is concluded that if the concept of bullying
continues to be reduced as a problem of disciplined coexistence among peers,
palliative educational policies will prevail that lose sight of this type of violence.
The results show the omission in educational public policies regarding the
importance of interpersonal relationships on both teaching and learning processes.