Intervention with somatic techniques from the lotus pedagogy, to improve coexistence processes in students of a public school in a conflict zone in Bogotá, Colombia
Intervención a través de técnicas somáticas desde la pedagogía del loto, para mejorar los procesos de convivencia en estudiantes de un colegio público en una zona de conflicto en Bogotá, Colombia
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This article presents research conducted with students from the Rodrigo Lara Bonilla School in Bogota, Colombia. Lotus Pedagogy is an innovative educational methodology that seeks to foster socio-emotional regulation in youth through practices such as breathing, meditation, mindfulness, hatha yoga, and body percussion within collective group work.
Objective: To evaluate the impact of the somatic techniques of Lotus Pedagogy on reducing violence among eleventh-grade students at a public school in Ciudad Bolívar (Bogotá, Colombia), a vulnerable area with high levels of conflict. Methods and materials: Quantita- tive study with a pretest-posttest experimental design, with a control group (n = 82) and an experimental group (n = 82), throughout the 2019 school year (February–November). The experimental group received 20 minutes of somatic techniques three times a week in physical education and arts classes; coexistence was measured using the student behavior record (“student observer”). Results and discussion: A t-test showed a significant reduction in conflict situa- tions in the experimental group compared with the control group (p= 0.001), in line with previous studies on yoga. Conclusions: Lotus Pedagogy improves school coexistence and is a relevant strategy for peace education and post-conflict education.
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ISSN impreso: 1657-4672
ISSN electrónico: 2619-1733