Fortalecimiento de la convivencia escolar y mejoramiento académico institucional generando un plan de acción en el colegio san Alberto magno

Abstract

In the San Alberto Magno school in the city of Barranquilla, multiple contexts are experienced that replicate the reality of the environment in which its work is carried out, it is an observatory in which you can clearly see the behavior and relationships that are experienced within the educational community and where the teaching and administrative personnel face a challenge of enormous dimensions, such as shaping and modeling a generation of students with all the responsibilities and commitments that this entails. The issue of school coexistence is essential because harmonious, favorable, uplifting and positive interpersonal relationships within the educational community are a sine qua non requirement for a comprehensive process of academic improvement. The author of this text, as director of the Colegio San Alberto Magno, has had the opportunity to know firsthand the vicissitudes and needs of this educational institution, which he considers essential to implement an action plan to strengthen school coexistence by recognizing their transcendental relationship; Based on the philosophy of Santo Tomas de Aquino as well as on Paulo Freire's thinking, the aim is to consolidate a new pedagogical vision that incorporates the ideas that each human being teaches and learns by becoming a liberating subject (Freire, 2006), contributing this vision from the field of pedagogy, and that, from Santo Tomas, it is possible to contemplate the totality of the transcendent being, the human being is conceived as a child of God who always tends to the search for the truth and wisdom that finally is the God himself, from a spiritual and transcendental perspective from which to consider the human being, being the education so necessary for man, because without it he would not fully fulfill his being. Finally, a characterization of the population is made, establishing their perception of coexistence and being able to arrive at the construction and implementation of the "Design of the coexistence proposal" that took into account the four pillars of learning pointed out by Delors (1996): knowing how to know , knowing how to do, knowing how to be, knowing how to live together; The present strategy had human development as its central axis from the conception of Saint Thomas Aquinas as well as from that of Paulo Freire, and identified the educable subject as a multidimensional student, for which reason it is not only necessary to work on an academic curriculum that privilege cognitive content, but to develop other skills that enable the empowerment of your being as a person: with values, emotions and a pre-eminent sense of otherness, of otherness,