Convivencia escolar y lúdica en escenarios de transición de primaria a bachillerato.

Abstract

Educational transitions correspond to the changes between academic levels that students experience throughout their schooling. These transitions occur from the moment a change is made until the student is fully adapted to the new level. Specifically, the transition from primary to secondary school represents a critical period in students' lives due to the inherent adaptation process, which is accompanied by transformations associated with puberty and adolescence. Therefore, the purpose of the present study was to strengthen school coexistence during the transition to sixth grade for students at Colegio San Isidro Sur Oriental IED. This was achieved through a qualitative, participatory action research approach, divided into three stages: characterization of coexistence dynamics and the main difficulties experienced by students during the transition to secondary school; design and implementation of a pedagogical strategy based on playfulness to improve school coexistence during the transition stage; and analysis of the effects of the playful implementation on the transformation of coexistence relationships in sixth grade. The results demonstrate that when transitioning to secondary school, students face multiple biological, social, and academic changes, including: physical and emotional changes associated with puberty and adolescence; an increase in the number of subjects, their level of demand, and difficulty; a greater number of teachers and peers; new rules; a decrease in academic performance; changes in schedules; and a breakdown in relationships with teachers. Changes in social interaction dynamics, when confronting new groups, teachers, and relational dynamics, lead many students to experience insecurity, shyness, or difficulties in integration, which limits the construction of positive bonds. In this sense, socialization problems not only affect adaptation to secondary school but also constitute, at the same time, a cause and consequence of difficulties in school coexistence, reflected in an increase in conflicts and coexistence challenges. It is evident that the implementation of pedagogical strategies based on playfulness promotes communication, empathy, and conflict resolution, transforming the classroom into a space for meaningful encounters. Therefore, it is concluded that playful strategies are a fundamental tool to support educational transition processes and promote the socio-emotional development of students.