Social responsibility in schools of primary education in Chile: tensions and challenges/ Responsabilidad social en escuelas de educación primaria en Chile: tensiones y desafíos

Abstract

<jats:p>En las últimas décadas, se han incrementado las presiones para que las organizaciones incorporen a sus procesos decisorios valores que reflejen un comportamiento ético y socialmente responsable. La relevancia de la responsabilidad social como objeto de estudio se hace aún más esencial en las organizaciones educativas debido a su rol ineludible en la formación integral de los seres humanos y el desarrollo de las comunidades. Es por ello que esta investigación tiene por propósito analizar la percepción de Docentes, Para-docentes y Directivos de tres escuelas de enseñanza básica ubicadas en la región de Ñuble, Chile, acerca del grado de presencia de prácticas asociadas a la responsabilidad social en sus instituciones. Para ello, se recurre a una metodología cuantitativa sustentada en la administración de un cuestionario de auto-percepción. Los resultados de esta investigación revelan que existen brechas de percepción entre los Directivos y los Docentes y Para-docentes de las escuelas participantes.</jats:p>

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students

“…Thus, social responsibility is a relevant topic to develop in the school curriculum (Horner et al, 2010;Jones and Bouffard, 2012). It is part of the educational institution's commitment to the groups involved: students, teachers, families, and environment (Severino-González et al, 2018). This is being now established institutionally in various countries, emphasizing the impact of educational centers in the community and in society in general (Larrán and Andrades, 2017;Martínez-Domínguez and Porto-Pedrosa, 2018) and expanding the importance and influence of schools in students' moral development (Roofe, 2018).…”

A Relação Entre a Sepse E O Covid-19

“…En este sentido cuando se revisa la dimensión de la Conservación del Medioambiente, se presenta una debilidad en su abordaje. (Severino-González, et al, 2019)…”

Social Responsibility: Sustainable Development Goals and COVID-19—Perception Scale of Students from Higher Education Institutions

“…To a lesser extent, there is research that considers social responsibility and SDGs, the urgency of which is in their links with the development of social awareness, responsibility, and democracy [45,46]. All of the above generates preconceptions favoring the development of a philosophy of life and the construction of an organizational ideology, leading to the definition of policies and decision-making practices based on ethical and shared values [47], which are the consequence of a formation in values resulting from a change in social culture, stimulated by the professional values illuminated in university life [16,48].…”

“…There are some consensuses that have remained over time, so it is necessary for us to provide a definition that addresses this research: voluntary commitment that motivates the development of actions that seek to satisfy the needs of the members of HEIs. These actions show values such as solidarity, justice, dignity, and empathy [16].…”

“…With this in mind, Higher Education Institutions (HEIs) have the unavoidable responsibility of contributing to professionals' integral formation, which facilitates future decision-makers with their participation in decision processes. Within this purview, they should address ethical and socially responsible aspects [16], and the recognition of the importance of acting with effective judgment. HEIs can consider the integral formation of citizenship due to their involvement in human development [19].…”