Gestión de un plan de mejora en la participación y clima escolar para optimizar el proceso pedagógico para el logro de aprendizajes en los estudiantes de secundaria de la institución educativa “Indalecio Trillo” de la provincia de Caravelí - Arequipa

Abstract

El presente trabajo de investigación aborda las implicancias educativas está dirigido a los docentes, presenta un enfoque actualizado, integrador del desarrollo moral en referencia a las normas de convivencia, en su cumplimiento de su ejercicio; depende el logro de la calidad educativa, que significa la práctica de la participación como agente educativo que se involucra para integrarse en la solución de los problemas, y el desarrollo de la escuela que queremos. Desde esa perspectiva los temas, primero relacionadas la importancia del clima escolar social y emocional predominante en las aulas y escuela. Ya que los climas caracterizados por su calidez, equidad y confianza promueven la conducta pro-social a una orientación de buena voluntad (Arsenio y Lover). Primero presta atención a los riesgos de camarillas y a la exclusión entre pares durante la adolescencia. Segundo, la importancia de la práctica de la ética y la disciplina constructivista y evolutiva. Con metas comunes de control eficaz y eficiente de la conducta enfatizando la motivación intrínseca de las habilidades sociales en la solución de los problemas sociales con el fin de modelar la conducta hacia el logro de los aprendizajes con calidad y calidez. La participación de la familia es fundamental como lo manifiesta la Unesco. El liderazgo directivo con su influencia sobre los docentes para el logro de los objetivos de aprendizajes de calidad según Kenneth Leithwood. Es importante el contexto que rodea al estudiante, que se relaciona con valores y actitudes con el fin de generar una sociedad más justa, inclusiva y equitativa para todos, es una perspectiva heurística cuyo escenario en todos sus aspectos se involucra en la educación de los mismos, según Murillo; plantea el enfoque territorial ya que la sociedad y su contexto forma parte de su socialización, cultura, creencia, arte, idioma, lengua costumbres y sus necesidades, demandas y altas expectativas. En conclusión; el clima escolar es un factor asociado a los aprendizajes con mayor incidencia en el estudiante para una buena convivencia entre pares y profesor según UNESCO 2008.

This research work addresses the educational implications, it is aimed at teachers, it presents an updated approach, integrating moral development in reference to the rules of coexistence, in its fulfillment of its exercise; It depends on the achievement of educational quality, which means the practice of participation as an educational agent that gets involved to integrate itself in the solution of problems, and the development of the school that we want. From this perspective, the issues, first related to the importance of the prevailing social and emotional school climate in classrooms and schools. Since climates characterized by warmth, fairness and trust promote pro-social behavior to an orientation of good will (Arsenio and Lover). First pay attention to the risks of cliques and peer exclusion during adolescence. Second, the importance of the practice of ethics and constructivist and evolutionary discipline. With common goals of effective and efficient behavior control, emphasizing the intrinsic motivation of social skills in solving social problems in order to model behavior towards the achievement of learning with quality and warmth. The participation of the family is essential as stated by UNESCO. Directive leadership with its influence on teachers to achieve quality learning objectives according to Kenneth Leithwood. The context that surrounds the student is important, which is related to values ​​and attitudes in order to generate a more just, inclusive and equitable society for all, it is a heuristic perspective whose scenario in all its aspects is involved in their education. , according to Murillo; It raises the territorial approach since society and its context are part of its socialization, culture, beliefs, art, language, customs and their needs, demands and high expectations. In conclusion; the school climate is a factor associated with learning with a greater incidence in the student for a good coexistence between peers and teacher according to UNESCO 2008.

The present research work addresses the educational implications, it is aimed at teachers, it presents an updated, inclusive approach to moral development in reference to the rules of coexistence, in its fulfillment of its exercise; the achievement of educational quality depends, which means the practice of participation as an educational agent that is involved to integrate into the solution of problems, and the development of the school that we want.

From this perspective, the issues, first related to the importance of the prevailing social and emotional school climate in classrooms and schools. Since the climates characterized by their warmth, fairness and trust promote pro-social behavior to an orientation of goodwill (Arsenio and Lover). First pay attention to the risks of cliques and peer exclusion during adolescence. Second, the importance of the practice of ethics and the constructivist and evolutionary discipline. With common goals of effective and efficient behavior control, emphasizing the intrinsic motivation of social skills in solving social problems in order to model behavior towards the achievement of learning with quality and warmth. The participation of the family is fundamental as stated by Unesco. Directive leadership with its influence on teachers to achieve quality learning objectives according to Kenneth Leithwood.

The context that surrounds the student is important, which is related to values ​​and attitudes in order to generate a more just, inclusive and equitable society for all, it is a heuristic perspective whose scenario in all its aspects is involved in their education. , according to Murillo; It raises the territorial approach since society and its context is part of its socialization, culture, belief, art, language, customs and its needs, demands and high expectations. In conclusion; The school climate is a factor associated with the learning with the highest incidence in the student for a good coexistence between peers and teacher according to UNESCO 2008.