Resumo

ALDANA BRAVO, Gissela del Pilar; CAMONES GONZALES, Fernando Cesar; ORIHUELA FLORES, Jonathan  e  MILLA BEDON, Orly Estefani. Democratic coexistence in the classrooms: Challenges and opportunities for teachers in the Post-pandemic. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.905-922.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.959.

Democratic coexistence in the classrooms contributes to the comprehensive development of students and the construction of a just society. This research analyzed the transformations in pedagogical practices and school dynamics after the COVID-19 pandemic. Using a qualitative approach with a phenomenological-hermeneutic design, semi-structured interviews were conducted with four teaching experts. Results revealed that pedagogical adaptation strategies, including technology integration and active learning approaches, improved student engagement and critical thinking. Dialogue dynamics, characterized by active listening and the creation of safe spaces, fostered an inclusive environment. Institutional challenges drive resource management and multidimensional teacher training. It was concluded that these adaptations strengthen the educational environment, promoting values, critical thinking and student autonomy. It is recommended to implement a participatory school management model to promote democratic coexistence and civic commitment throughout the educational community in Lima.

Palavras-chave : Democratic coexistence, Institutional challenges; Strategies; Covid-19 pandemic.

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