Un análisis crítico desde la articulación educación media del trabajo en equipo como eje de la convivencia escolar

Abstract

This research presents a critical analysis of how the development of teamwork skills in SENA technical programs articulated to secondary education benefits school coexistence. The study, based on a qualitative-descriptive approach with the use of participatory action tools, argues that the transition to structured cooperative learning is a powerful socio-educational mechanism that goes beyond the technical to foment democratic citizenship. Methodologically, the study focused on the SENA - secondary education articulation using focus groups, questionnaires, and observation. The results indicate an ambivalent intentionality: teamwork is an operational requirement for doing tasks, but it often lacks the structure of cooperative learning, which generates conflicts due to the imbalance in contribution, “the classmate who does not collaborate.” Nevertheless, apprentices perceive teamwork as essential for the achievement of tasks and coexistence because it encourages them to share, dialogue, and negotiate. This activates the Zone of Proximal Development (ZPD), where the skilled partner becomes the “more capable other,” generating functional cohesion. From the perspective of critical pedagogy, it is concluded that “soft skills” should be resignified as tools for emancipation and coexistence, not only for productivity. The proposed lines of action seek to move from instrumental use to social purpose through the design and application of explicit cooperative learning, critical praxis to analyze conflicts, and civic universalization to make agents of change.