<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202019000400177</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Convivencia y bienestar: categorías necesarias para la educación positiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Coexistence and well-being: necessary categories for positive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Cruz]]></surname>
<given-names><![CDATA[Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cáceres Mesa]]></surname>
<given-names><![CDATA[Maritza Librada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista Díaz]]></surname>
<given-names><![CDATA[María Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Hidalgo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>11</volume>
<numero>4</numero>
<fpage>177</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202019000400177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202019000400177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202019000400177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La psicología positiva aplicada a la educación se preocupa por el desarrollo óptimo de los escolares, basado éste en evidencias científicas que corroboren el papel de las emociones positivas en el bienestar psicológico. Por ello, el objetivo del presente trabajo fue reflexionar sobre la interacción de dos categorías como son la convivencia y el bienestar, a partir de diversos estudios empíricos que posibiliten mejorar el aprendizaje, el sistema de relaciones, la convivencia escolar y la salud. Se desarrollan los constructos de la convivencia consciente positiva desde una perspectiva comparada, así como los aspectos teóricos de Bienestar Psicológico, Virtudes y Fortalezas de Carácter, tradiciones que los abordan y formas de evaluación. Bajo este marco se analizan durante el documento el papel de la escuela actual en acciones de socialización intencionada que les permitan adquirir las competencias o habilidades psicosociales básicas para generar procesos de bienestar y convivencia sana, sin dejar a un lado los aprendizajes propuestos por el sistema educativo, planteando modelos para desarrollar actividades positivas para el bienestar. Se concluye que, la educación positiva debe generar una convivencia consciente libre de violencia, partiendo de necesidades e intereses de los escolares, basada en el respeto, igualdad, dignidad, derechos y deberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Positive psychology applied to education is concerned with the optimal development of school children, based on scientific evidence that corroborates the role of positive emotions in psychological well-being. Therefore, the objective of this paper was to reflect on the interaction of two categories such as coexistence and well-being, based on various empirical studies that make it possible to improve learning, the system of relationships, school coexistence and health. The constructs of positive conscious coexistence are developed from a comparative perspective, as well as the theoretical aspects of Psychological Well-being, Virtues and Strengths of Character, traditions that address them and forms of evaluation. Under this framework, the role of the current school in intentional socialization actions that allow them to acquire the basic psychosocial skills or abilities to generate processes of well-being and healthy coexistence are analyzed, without leaving aside the learning proposed by the education system, proposing models to develop positive activities for the well-being. It is concluded that positive education must generate a conscious coexistence free of violence, based on the needs and interests of schoolchildren, based on respect, equality, dignity, rights and duties.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bienestar]]></kwd>
<kwd lng="es"><![CDATA[convivencia]]></kwd>
<kwd lng="es"><![CDATA[educación positiva]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="en"><![CDATA[Well-being]]></kwd>
<kwd lng="en"><![CDATA[coexistence]]></kwd>
<kwd lng="en"><![CDATA[positive education]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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