European Master in Intervention in School Coexistence

The classroom is not just a place where teachings are taught and content is learned. Every teacher knows that it is, together with the family, the breast and origin of learning that go far beyond that, it is the cradle for the internalization of human values. However, issues such as the improvement of coexistence tend to be considered as something alien to the teacher's work, but the creation of shared spaces and the construction of rules and norms that regulate the functioning of the group must be priority issues in the educational community to achieve their objectives.

- Provide the educational staff of knowledge, resources and strategies to improve the coexistence and discipline of students. - Provide instruments for conflict prevention and resolution since in the field of education there are numerous elements that disturb the educational process, - place interculturality in the legislative field and educational policies, focusing it on the stages of early, primary and secondary education. - Acquire the most appropriate attitudes, values and skills regarding interculturality in order to cultivate them in students. - Describe and locate the function of the tutor in the Compulsory Secondary Education stage. - Present the different dimensions to be cultivated from tutoring with students - Know the main existing theories about the origin of violence and aggressiveness and the consequences that bullying has for the victim, observers and the aggressor itself. - Acquire knowledge that helps implement an action plan dedicated to the prevention of bullying. - Sensitize teaching teams of the importance of a coeducational practice.

Child, primary and secondary schools sustained with public or private funds. Counselors in educational centers.

The classroom is not just a place where teachings are taught and content is learned. Every teacher knows that it is, together with the family, the breast and origin of learning that go far beyond that, it is the cradle for the internalization of human values. However, issues such as the improvement of coexistence tend to be considered as something alien to the teacher's work, but the creation of shared spaces and the construction of rules and norms that regulate the functioning of the group must be priority issues in the educational community to achieve their objectives.

This Master is aimed at all those teachers of Infant Education, Primary Education, Secondary Education professors, psychologists, pedagogues, psychopedagogues, etc. And, in general, any university degree interested in performing their professional work in the teaching field. Education professionals interested in quality training that allows them to deal with the changing reality of the classrooms and the new competences that are required for the exercise of their profession.

This training is not included in the scope of official regulated training (Infant Education, Primary Education, Secondary Education, Official Professional Training FP, Baccalaureate, University Degree, Official University Master and PhD). It is therefore a complementary and/or specialization training, aimed at acquiring certain skills, skills or aptitudes of a professional nature, being able to be barely as merit in workbags and/or opposition competitions, always within the complementary training section and/or continuous training being always essential to review the specific requirements of the public labor stock of the public labor stock market.