Programa de intervención educativa orientado a la convivencia escolar

La convivencia escolar favorece un ambiente de cooperación, solidaridad y compañerismo; aspecto que favorece que los estudiantes tengan mayor probabilidad de mejorar en su desempeño académico. En la Unidad Educativa Fiscal Técnico San Vicente, Bachillerato Técnico, especialidad Contabilidad se evidencia el deterioro de la disciplina del centro educativo, siendo proporcional al desequilibrio de la convivencia escolar y al rendimiento académico. Al no existir una convivencia adecuada y la ausencia de un clima armónico, se produce un bajo aprovechamiento en el ámbito académico. Se planteó como objetivo: diseñar un programa de intervención educativa para la convivencia escolar en la Unidad Educativa Fiscal Técnico San Vicente, Bachillerato Técnico, especialidad Contabilidad que estimule la convivencia escolar. La investigación clasificó como descriptiva con aporte práctico. Para la obtención de resultados se emplearon métodos teórico y empírico. En el teórico, se aplicaron el analítico sintético y sistémico estructural. En el empírico, se empleó el análisis documental y la encuesta. Se realizó un diagnóstico de convivencia escolar a docentes, estudiantes y padres y se diseñó un programa a partir de los resultados obtenidos. Se concluyó que existe un déficit formativo en la formación curricular del docente referido a la convivencia escolar. La encuesta arrojó que los implicados en el estudio no identificaron una relación clara entre la convivencia escolar y el rendimiento académico. Se diseñó un programa de intervención para la convivencia escolar que favorece el acompañamiento de estudiantes, docentes y padres de familia, sobre todo a nivel de las habilidades sociales de la comunidad educativa. PALABRAS CLAVE: convivencia escolar; rendimiento escolar; bienestar escolar; intervención educativa. Educational intervention program oriented to school coexistence ABSTRACT School conviction favors an environment of cooperation, solidarity, and camaraderie; aspect that favors that student have a greater probability of improving their academic performance. In the San Vicente Technical Fiscal Education Unit, Technical Baccalaureate, Accounting specialty, the deterioration of the discipline of the educational center is evidenced, being proportional to the imbalance of school coexistence and academic performance. In the absence of an adequate coexistence and the absence of a harmonious climate, there is low achievement in the academic field. The objective was: to design an educational intervention program for school coexistence in the San Vicente Technical Fiscal Educational Unit, Technical High School, Accounting specialty that encourages school coexistence. The research classified as descriptive with practical contribution. To obtain results, theoretical and empirical methods were used. In the theoretical, the synthetic and systemic structural analytics were applied. In the empirical, documentary analysis and survey were used. A diagnosis of school coexistence was made to teachers, students and parents and a program was designed based on the results obtained. It was concluded that there is a formative deficit in the curricular formation of the teacher referred to the school coexistence. The survey showed that those involved in the study did not identify a clear relationship between school coexistence and academic performance. An intervention program was designed for school coexistence that favors the accompaniment of students, teachers, and parents, especially at the level of social skills of the members of the educational community. KEYWORDS: school life; school performance; school welfare; educational intervention.