Mejorar la competencia social y ciudadana: innovación desde educación física y tutoría (The improvement of the social and citizen competence: innovation from physical education and tutoring)
DOI:
https://doi.org/10.47197/retos.v0i28.35536Keywords:
Educación Física, competencia social y ciudadana, resolución de conflictos, Investigación-acción, convivencia, tutoría, aprendizaje cooperativo (Physical Education, social and citizen competence, conflict resolution, action-research, classroom community,Abstract
Este artículo presenta una intervención basada en un proyecto de investigación-acción llevado a cabo en un centro de Educación Primaria durante el curso 2012-13. Su objetivo era la adquisición de las capacidades de la competencia social y ciudadana del alumnado con la intención de prevenir y resolver positivamente los conflictos y, mejorar con ello el clima de convivencia en el aula. Este proyecto se llevó a cabo implicando las áreas de Educación Física y las sesiones que el centro destinaba específicamente a la tutoría. Tras una fase de diagnóstico del clima de convivencia en las clases de Educación Física del tercer ciclo de Primaria, se priorizaron las habilidades a trabajar con el alumnado y se diseñaron las acciones a desarrollar. Esta organización permitió introducir y reflexionar sobre las habilidades sociales en las sesiones de tutoría y facilitó su puesta práctica en situaciones reales en las sesiones de Educación Física. Una vez valorados los resultados, se puede concluir que la experiencia aportó una considerable disminución del número de conflictos, tanto en el aula ordinaria como en la Educación Física.
Abstract. This paper addresses intervention based of an action-research project undertaken by a Primary Education center during the 2012-13 school year. The objective was to acquire skills related to the student’s social and citizen competence with the intention of preventing and positively resolving conflicts, and thereby improving the classroom community and environment. This project was carried out using areas of physical education and the specific sessions that canter dedicated to tutoring. After the initial diagnostic period of the classroom community during physical education classes from the 5th and 6th grade of primary school, the priority became working with the skills of the students to design an action plan. This structure allowed for the introduction and reflection upon social skills during these sessions in the tutoring class as well as the application of these skills to real life situations in physical education. Once the results were evaluated, it was concluded that there was a significant decrease in the amount of conflicts in the classroom as well as physical education.
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