Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]

This article examines the pedagogical role of the high-school moderator in regulating school climate in contexts of high socio-educational vulnerability, based on a qualitative case study, conducted in an AFTE program, at an urban public secondary school. Using an interpretive approach grounded in r...

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Autor principal:	Lopez de Antueno, Abigail Loreley
Formato:	Artículo revista
Lenguaje:	Español
Publicado:	Universidad Católica de Córdoba. Facultad de Educación 2026
Materias:	secondary education school discipline student-teacher relationship educational interaction process dropping out enseñanza secundaria disciplina escolar relación profesor-alumno proceso de interacción educativa deserción escolar
Acceso en línea:	https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6214
Aporte de:	Diálogos pedagógicos de Universidad Católica de Córdoba

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spelling	I38-R392-article-62142026-04-30T18:54:57Z Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways] Intervenciones pedagógicas para fortalecer la convivencia escolar en contextos de alta vulnerabilidad: Un estudio sobre el rol de las preceptoras en las Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) Lopez de Antueno, Abigail Loreley secondary education school discipline student-teacher relationship educational interaction process dropping out enseñanza secundaria disciplina escolar relación profesor-alumno proceso de interacción educativa deserción escolar This article examines the pedagogical role of the high-school moderator in regulating school climate in contexts of high socio-educational vulnerability, based on a qualitative case study, conducted in an AFTE program, at an urban public secondary school. Using an interpretive approach grounded in records, field notes, and document analysis, the study analyzes pedagogical interventions implemented over a five-week period. The analysis is guided by three key questions: What types of educational community-based intervention are carried out in an AFTE? How are pedagogical mediation processes configured in solving conflicts? What transformations can be observed in group dynamics over the course of the intervention? Special attention is given to two mechanisms ("word box" and positive recognition practices). The results show gradual changes in the ways of interaction, continuity, and conflict resolution. Limits are associated with the centrality of the adult figure and a strong contextualization of the experience. Este artículo analiza el rol pedagógico del preceptor en la regulación de la convivencia en contextos de alta vulnerabilidad socioeducativa, a partir de un estudio de caso cualitativo, desarrollado en el AFTE de una escuela secundaria pública urbana. Desde un enfoque interpretativo, se ha basado en: registros, diarios de campo, análisis documental. Se examinan intervenciones pedagógicas implementadas durante cinco semanas. El análisis se orienta en tres preguntas problematizadoras: ¿qué formas de intervención convivencial se despliegan en un AFTE?, ¿cómo se configuran los procesos de mediación pedagógica en la regulación de los conflictos?, ¿qué transformaciones se observan en las dinámicas grupales a lo largo del período? Se presta especial atención a dos dispositivos ("buzón de la palabra" y prácticas de reconocimiento positivo). Los resultados muestran cambios graduales en los modos de interacción, permanencia y resolución del conflicto. Se asocian límites a la centralidad de la figura adulta y una fuerte contextualización de la experiencia. Universidad Católica de Córdoba. Facultad de Educación 2026-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6214 10.22529/dp.2026.24(47)04 Diálogos Pedagógicos; Vol. 24 Núm. 47 (2026): abril - septiembre 2026; 53-73 2524-9274 1667-2003 spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6214/9106 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6214/9107 Derechos de autor 2026 Abigail Loreley Lopez de Antueno https://creativecommons.org/licenses/by-nc-nd/4.0
institution	Universidad Católica de Córdoba
institution_str	I-38
repository_str	R-392
container_title_str	Diálogos pedagógicos
language	Español
format	Artículo revista
topic	secondary education school discipline student-teacher relationship educational interaction process dropping out enseñanza secundaria disciplina escolar relación profesor-alumno proceso de interacción educativa deserción escolar
spellingShingle	secondary education school discipline student-teacher relationship educational interaction process dropping out enseñanza secundaria disciplina escolar relación profesor-alumno proceso de interacción educativa deserción escolar Lopez de Antueno, Abigail Loreley Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
topic_facet	secondary education school discipline student-teacher relationship educational interaction process dropping out enseñanza secundaria disciplina escolar relación profesor-alumno proceso de interacción educativa deserción escolar
author	Lopez de Antueno, Abigail Loreley
author_facet	Lopez de Antueno, Abigail Loreley
author_sort	Lopez de Antueno, Abigail Loreley
title	Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
title_short	Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
title_full	Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
title_fullStr	Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
title_full_unstemmed	Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]
title_sort	pedagogical interventions to strengthen school coexistence in high-vulnerability contexts: a study on the role of high-school moderator in aulas de fortalecimiento de trayectorias educativas (afte) [supporting programs for educational pathways]
description	This article examines the pedagogical role of the high-school moderator in regulating school climate in contexts of high socio-educational vulnerability, based on a qualitative case study, conducted in an AFTE program, at an urban public secondary school. Using an interpretive approach grounded in records, field notes, and document analysis, the study analyzes pedagogical interventions implemented over a five-week period. The analysis is guided by three key questions: What types of educational community-based intervention are carried out in an AFTE? How are pedagogical mediation processes configured in solving conflicts? What transformations can be observed in group dynamics over the course of the intervention? Special attention is given to two mechanisms ("word box" and positive recognition practices). The results show gradual changes in the ways of interaction, continuity, and conflict resolution. Limits are associated with the centrality of the adult figure and a strong contextualization of the experience.
publisher	Universidad Católica de Córdoba. Facultad de Educación
publishDate	2026
url	https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6214
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first_indexed	2026-05-15T05:05:53Z
last_indexed	2026-05-15T05:05:53Z
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Pedagogical Interventions to Strengthen School Coexistence in High-Vulnerability Contexts: A Study on the Role of High-School Moderator in Aulas de Fortalecimiento de Trayectorias Educativas (AFTE) [Supporting Programs for Educational Pathways]

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