Aceptación a la diferencia mediante estrategia pedagógica grupos interactivos para el mejoramiento de convivencia escolar

The purpose of this qualitative study with an Action-Research design was to assess the interactive group (IG) pedagogical strategy in promoting acceptance of difference in order to improve school coexistence in the classroom. A focus group was developed with 5 teachers and another with 9 students from a public school in Boyacá Colombia, to characterize discriminatory behaviors, a greater presence of non-compliance with norms, verbal attacks, influence on the educational and social environment, little participation of students with different characteristics in institutional events and in the classroom, the GI strategy was applied by virtual means, working with the same group of students, where its effectiveness was assessed through a semi-structured interview, finding that the GI pedagogical strategy allowed to sensitize students regarding the acceptance of difference, as well as identifying behaviors of themselves related to discrimination.