Análisis de la incidencia de la convivencia escolar en la gestión institucional de instituciones educativas públicas desde una revisión bibliométrica
Resumen
Este artículo caracteriza la producción científica sobre convivencia escolar en instituciones educativas públicas de educación básica primaria, básica secundaria y media, desde la perspectiva de su relación con la gestión institucional. Se desarrolló una revisión bibliométrica de artículos indexados en Scopus. La consulta se ejecutó el 8 de octubre de 2026 a las 17:00 (hora de Colombia), en los campos de título, resumen y términos indexados, sin restricciones por año, idioma o área temática. La estrategia recuperó 118 registros. Al limitar el conjunto al tipo documental Article, se conservaron 107 trabajos; la revisión temática excluyó 12 por falta de pertinencia. El corpus final quedó integrado por 95 artículos: 60 relacionados directamente con el objeto de estudio y 35 incorporados como antecedentes complementarios. Se examinaron la evolución temporal, los países de afiliación, las fuentes de publicación, las citas y los términos empleados por los autores. Además, se analizó la coocurrencia mediante VOSviewer y se organizó una clasificación temática interpretativa. Los resultados muestran una producción más continua desde 2016 y una concentración reciente entre 2021 y 2026. School climate ocupó la posición central de la red, seguido de bullying, academic achievement, school coexistence y violence. La lectura temática permitió distinguir cuatro núcleos: clima y convivencia, violencia y protección, gestión y participación institucional y desarrollo socioeducativo. Se concluye que la convivencia escolar se aborda como un fenómeno institucional y relacional, aunque persiste la necesidad de estudiar la existencia, el conocimiento, la construcción participativa y la aplicación cotidiana de las normas institucionales.
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Derechos de autor 2026 Delio Antonio Díaz Mejía,Lurky Esther Cadavid Velasquez,Roger Eli Torres Vásquez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
