<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2021000200201</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2021)0057-007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tensiones valorativas de la convivencia escolar en la educación católica]]></article-title>
<article-title xml:lang="en"><![CDATA[Valuable stresses of school coexistence in catholic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Mallegas]]></surname>
<given-names><![CDATA[Sebastián Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Fuentes]]></surname>
<given-names><![CDATA[Luciano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Opazo Muñoz]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2021000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2021000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2021000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La regulación de los &#8220;ambientes escolares&#8221; y la &#8220;convivencia escolar&#8221; se ha transformado en un desafío para las instituciones escolares. No obstante, existen escasas evidencias empíricas que exploren las implicancias de este fenómeno en la educación católica. En Chile, el 15% de la población estudiantil aprende a convivir en este tipo de establecimientos. La investigación sobre la temática muestra que es un desafío para la educación católica su identidad institucional en el marco de una sociedad secularizada e inclusiva. Esta investigación cualitativa parte de un estudio de casos típicos que indagan los desafíos que se perciben en la gestión de la convivencia democrática en una institución católica de Chile. Los resultados muestran tensiones en el proyecto educativo institucional en el marco de una iglesia cuestionada socialmente y una apuesta valorativa entre la disciplina y lo pastoral. Los estudiantes resisten la inculcación de la identidad institucional en el deseo de mayores espacios de escucha y participación sobre la fe y la Iglesia. Estos resultados discuten las oportunidades que surgen para la gestión de la convivencia escolar desde una identidad institucional basada en valores confesionales católicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The regulation of &#8220;school environments&#8221; and &#8220;school coexistence&#8221; has become a challenge for school institutions. However, there is little empirical evidence that explores the implications of this phenomenon in Catholic education In Chile, 15% of the student population learn to live together in this type of establishment. Research on the subject shows that its institutional identity in the framework of a secularized and inclusive society is particularly a challenge for Catholic education. Thus, we carry out a qualitative investigation based on a study of typical cases, investigating the challenges that are perceived in the management of democratic coexistence in a Catholic institution in Chile. The results present tensions in the institutional educational project within the framework of a socially questioned Church and an education in values between discipline and pastoral. Students resist the inculcation of institutional identity in the desire for greater spaces of listening and participation about the faith and the Church. These results discuss the opportunities that arise for the management of school coexistence from an institutional identity based on Catholic confessional values.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación católica]]></kwd>
<kwd lng="es"><![CDATA[convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[educación en valores]]></kwd>
<kwd lng="es"><![CDATA[proyecto educativo institucional]]></kwd>
<kwd lng="en"><![CDATA[catholic education]]></kwd>
<kwd lng="en"><![CDATA[school coexistence]]></kwd>
<kwd lng="en"><![CDATA[education in values]]></kwd>
<kwd lng="en"><![CDATA[institutional educational project]]></kwd>
</kwd-group>
</article-meta>
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