School Coexistence Variables

School coexistence variables

As for the theories related to the variable school life according to the theory of symbolic interactionism.

Blumer (1982) argues that it is an aspect that each individual possesses, in terms of their perception and experiences lived within the classroom. Therefore, it is considered an act of internal thoughts of each person to live in the environment, however, it also allows a pleasant and individualistic space to promote.

Blumer (1969) refers that this type of model is not only essential to put it into practice but is also a way of learning entirely. On the other hand, if the individual’s behavior is unified and personal, other perspectives can be found in their environment, which must be properly handled for easy interaction between other people.

Blumer (1937), as cited in Pons (2010) is understood by coexistence, keeping in mind a pleasant and communicative environment in order to accept opinions and stay free of impediments. It is also essential.

According to Martínez (2001), he affirms that coexistence refers to both other people’s company and in itself, since based on participation, a comfortable and cozy environment can be established.

For Ochoa and Salinas (2019), school coexistence management are planned school organization actions, evaluated and developed by the educational community to favor learning environments and the healthy and peaceful coexistence of individuals. In the same way, Ortega (2007) interprets coexistence as those factors that make possible guidelines among several people, since the practice of respect can be said that it greatly favors the spontaneity and solution to the problems that may arise,Also, each person is responsible for their actions and therefore must handle a comfortable situation for an effective living together.

LA LGE N ° 28044 (2003) in Art. 53, he mentions that the student must implement their social skills and the different forms of coexistence in terms of learning to relate to other people, these capacities to communicate, tolerate, dialogue and maintain a harmonious environment in the classroom is essential that it exists andIt is encouraged. Regulation ds. 011-2012-ED of the LGE 28044 (2012) in its art. 17, affirms that education for coexistence, peace and citizenship, is a transversal content that must be worked in all basic institutions.

According to the Ministry of Education of Chile (2010), he defines school coexistence as the possession of the ability to live with other people in the same environment, based on that coexistence on mutual respect and solidarity, understanding the positions and points of view of others. This coexistence is a learning based on the relationship of school space and those that integrate it;Students, teachers, directors, auxiliaries and parents.

Fierro & Tapia (2013) define it as the set of practices to relate to other people, these may be based on school rules, agreements, solve conflicts, evaluate and recognize differences, also influences the treatment of the treatment withParents, teachers and students. This definition being that we will take as a reference in the conceptual framework.

| As for the dimensions of the first variable school coexistence, Ramírez and Justice (2006) as cited in Bravo and Herrera (2011) propose the following dimensions;First dimension is available to academic disinterest: the behavior of students who do not lend themselves to perform academic tasks;Second dimension to disruptive behavior: disruption is based on students’ behaviors that do not allow a good environment of coexistence, interrupting the learning process;Third dimension to aggressive behaviors: behaviors that intentionally seek damage to others;Fourth dimension to indisciplined behaviors: they seek to disagree with the institution’s standards.;Fifth dimension to antisocial behaviors: they seek to attempt against the integrity of their classmates either physically or psychically.

On the theories of the second academic performance variable. It is understood that it is the degree of student capacity, since throughout the training process he learns and expressing his discomforts. It is supposed to develop the disconte’s ability in order to solve the educational stimulus. In this sense, it is directly related to the aptitude.

Herán and Villarroel (1987), argue that academic performance is conceptualized as that method in which the student puts into practice their skills and understanding according to the number of times it has gone through the corresponding subjects.

Similarly Pizarro (1985), mentions that academic performance in students is related to the planning that the teacher should do to give the relevant teaching, using didactic strategies and resources that will use in each session, it is for that reasonthat this must have extensive management of the curriculum.

Also Carrasco (1985), states that it is wrapped with all the academic functions that it must handle with respect to learning, then, it is available to teach with a broad mastery of the subject, in order to see from its perspective its high or low performance within theclassroom, and as well as your behavior.

While, Nováez (1986), he affirms that the performance aimsYour student tour.

As part of the purposes pursued in the regard to academic performance, in Peru the National Basic Education (CNEB) curriculum (CNEB) has been implemented where, it proposes that the evaluation be in a way as a procedure in which a collection of information is carried outValidate about the advances, achievements and difficulties of diverse learning in students, and in order to guide them to decision making. Therefore, it is a demonstration of what the student obtained through learning in the different areas or subjects and in their evaluations, comparing with their classmates. Thus, academic performance is conceptualized as the qualifications of good scores that the students obtained. To this is added that each student will predominate their knowledge based on their integral intelligence, and what has been lived through their experiences, since this last factor helps with their growth, the environment and the social part, increase their extracurricular experience for aGood improvement of your activities.

For this research we will take the proposed by the MINEDU (2016), according to the curricular curriculum, the areas of personal, citizenship and civic development will be taken. We must understand that active citizenship promotes that all people assume their role as citizens with rights and duties to actively participate in the social world and in the different dimensions of citizenship, promoting life in democracy, the disposition for mutual enrichment andlearning other cultures, as well as a harmonious relationship with the environment. To achieve this, critical reflection processes are promoted about life in society and the role of each person in this. It also promotes deliberation on matters that involve us as citizens and action on the world, so that it is, more and more, a better place of coexistence and respect for rights. Similarly, ethics, understood as the commitment to moral principles and as the care of the other, is essential to generate a harmonious coexistence that recognizes and respects others and seeks the common good. On the other hand, citizens active enriches personal development based on the recognition of people as subjects of law and and the principles of human freedom and dignity, and through the opportunities for personal growth that social participation offers. The search to strengthen a more equitable society in which human rights are in full validity and compliance with citizen duties will allow each person to develop fully.

On the dimensions of the second variable you have in the first dimension, it builds its identity, which according to the CNEB (2016), in this dimension the student is already known, his way of thinking and his perspectives will talk a lot about him. However, it seeks to investigate their treatment against other individuals, and not only to be correct and ideal but also in their form or in their own way, in a slow process they can lead to classmates with classmates. In that sense, this competence implies the combination of the following capacities: it values itself;self-regulate your emotions;Reflect and argue ethically;Live your sexuality in an integral and responsible way according to your development and maturity stage. As a second dimension, it coexists and participates democratically in the search for the common good, according to the CNEB (2016) the student must take into account that so that there is a good school performance, it must have a balanced and adequate diet, as well as allHis medical exams, which indicate that he enjoys proper psychological functioning.

. This competence involves combining the following capabilities: interacts with all people;Build rules and assume agreements and laws;handles conflicts constructively;Delibera on public affairs;Participate in actions that promote common well -being.

The problematic reality raised allowed to formulate the general problem, what is a relationship between school coexistence and academic performance in the area of personal, citizenship and civic development in 1st students? degree of secondary level in IE. 2076 Abraham Lincoln-Piedra Piedra-2019. Specific problems were also formulated: first, what is a relationship between academic disinterest and academic performance in the area of personal, citizenship and civic development in 1st students.degree of the secondary level; second, what is a relationship between disruptive behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.Secondary level degree;Third, what is a relationship between aggressive behaviors and academic performance in the area of personal, citizenship and civic development in 1st students.Secondary level degree;Fourth, what is a relationship between undisciplined behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.degree of the secondary level; fifth, what is a relationship between antisocial behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.Secondary level degree.

This study finds justification because, during the last years in our country, legal norms, public policies, programs and plans within the education sector are being implemented in our country to improve school coexistence. Within the structure of the Ministry of Education, Regional Directorates, UGELS and educational institutions, these actions are visualized as dissemination, awareness, increase in hours in the curriculum in tutoring, through the CNB. Thus, through these actions, school violence, school abuse, disruptive behaviors and everything concerning the violence that develops in classrooms is reduced.

As part of the research planning process, objectives have been formulated. The general objective was to determine whether there is a relationship between school coexistence and academic performance in the area of personal, citizenship and civic development in 1st students.degree of secondary level in IE. 2076 Abraham Lincoln-Piedra Piedra-2019. Being the specific objectives, the following: First, determine the relationship between academic disinterest and academic performance in the area of personal, citizenship and civic development in students of the 1st.degree of the secondary level; second, determine relationship between disruptive behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.degree of the secondary level; third, determine the relationship between aggressive behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.degree of the secondary level; fourth, determine the relationship between indisciplined behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.Secondary level degree; fifth, determine the relationship between antisocial behaviors and academic performance in the area of personal, citizenship and civic development in 1st students.Secondary level degree.

In response to the problems raised, the study hypotheses was formulated. The general hypothesis was whether there is a significant relationship between school coexistence and academic performance in the area of personal, citizenship and civic development in 1st students.degree of secondary level in IE. 2076 Abraham Lincoln-Piedra Piedra-2019. Being the specific hypotheses, first, if there is a relationship between academic disinterest and academic performance in the area of personal, citizenship and civic development in 1st students.Secondary level degree;second, if there is a relationship between disruptive behaviors and academic performance in the area of personal, citizenship and civic development in 1st students.Secondary level degree;third, if there is a relationship between aggressive behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.Secondary level degree;fourth, if there is a relationship between undisciplined behaviors and academic performance in the area of personal, citizenship and civic development in 1st students.degree of the secondary level; fifth, if there is a relationship between antisocial behaviors and academic performance in the area of personal, citizenship and civic development in students of the 1st.Secondary level degree.