School aggression in the second primary cycle and the complex problem of educational inclusion

Abstract

The objective of the article is to present an epistemological analysis of school aggressiveness in the second primary cycle, as well as the development of a group of actions that, in the authors' opinion, could be effective in solving the shortcomings that still persist in the work with students with a level of inclusion. These actions are characterized by being systemic, dynamic, flexible, transforming, and conceived to be applied by the pedagogical group. The sample was made up of a group of students from the second primary cycle (fifth grade) of the José Martí Pérez primary school in the province of Camagüey. The results achieved show the feasibility and effectiveness of the activities designed.