Estrategias proactivas en la gestión de conductas disruptivas: Revisión sistemática
Proactive strategies in the management of disruptive behaviors: a systematic reviewContenido principal del artículo
El objetivo general fue sintetizar la evidencia científica disponible sobre las estrategias proactivas individuales y colectivas que han sido propuestas para la gestión de conductas disruptivas en contextos escolares. La metodología fue bajo un diseño de investigación documental de alcance exploratorio, aplicando parcialmente la metodología PRISMA. Las fuentes de información fueron: Scopus, SciELO, Eric y Google Schoolar. Se emplearon operadores booleanos para seleccionar artículos de revisión y originales en inglés y español, con un rango de temporalidad de 2021-2025, además de estar dentro de las áreas temáticas de educación. Se excluyeron documentos duplicados y trabajos fuera de las áreas temáticas identificadas. Los datos fueron extraídos de 15 documentos que se organizaron en colecciones dentro del gestor bibliográfico Zotero. Se concluye que la gestión eficaz no radica en el control del comportamiento, sino en la construcción de ecosistemas escolares relacionales y de apoyo que aborden las causas subyacentes de la disrupción.
The overall objective was to synthesize the available scientific evidence on proactive individual and collective strategies proposed for managing disruptive behavior in school settings. The methodology employed exploratory documentary research design, partially applying the PRISMA methodology. Information sources included Scopus, SciELO, ERIC, and Google Scholar. Boolean operators were used to select review and original articles in English and Spanish, published between 2021 and 2025, and within the thematic areas of education. Duplicate documents and work outside the identified thematic areas were excluded. Data was extracted from 15 documents, which were organized into collections using the Zotero bibliographic management system. The study concludes that effective management lies not in controlling behavior, but rather in building supportive and relational school ecosystems that address the underlying causes of disruption.
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