Exclusión escolar y su incidencia la autoestima de los estudiantes de séptimo grado, de la Escuela Juan Montalvo 2021-2022

Abstract

Self-esteem is one of the main references for every action an individual takes. School exclusion goes into various characterizations, but in the orientations that we focus on is discrimination for economic or social reasons. Within the academic area there may be different affectations towards it, which will prevent a harmonious coexistence and good perceptions towards oneself. That is why its analysis in the educational field is necessary, and above all to see how its self-esteem and existence of school exclusion develops in students. The objective of the research is to determine the incidence of educational exclusion on the self-esteem of seventh grade students, School of Basic Education "Juan Montalvo" 2021-2022. Delimiting as subjects of study the students and the teacher, since within this context the existence of many problems about inclusion is evident, especially in the groups for the development of activities. The methodology of the work is qualitative and quantitative, formed by a mixed approach by the use of a great load of theoretical arguments and the presentation of results that were tabulated to concisely present the results that were found. There is also the use of the descriptive method for the writing of the variables, and the implementation of the relational, experimental and expository method. In the search for results and after the application of instruments such as the observation guide, the interview, the survey and the self-esteem test, it will be determined to show that after the exclusion actions by some students, low self-esteem develops in the students. seventh grade. And in turn it was possible to determine that the teacher does not show the necessary interest in providing an adequate solution to the problem, his teaching process being affected because students with low self-esteem can achieve low academic performance. That is why after this the necessary requirements for the solution of the problem are analyzed. In the search for solutions, the presentation of a methodological guide addressed to the teacher of the school of Basic General Education "Juan Montalvo" arises, based on a set of inclusive strategies that allow the development of school inclusion for the improvement of self-esteem of seventh grade students. Because within the role of teachers is imposed to promote harmonious and interactive learning environments, raising awareness that under their work will eradicate the problem. To conclude, the integrative proposal that was presented is determined in order to develop better learning environments, free from school exclusion, but above all an environment where students are happy and can allocate better self-esteem, effectively developing each of the their class activities strengthen, being their knowledge without impediments and under the interaction of their peers. In the same way, the proposal contributes to the teaching knowledge and to the institution after the reappearance of the problem, intending to contribute and that the teacher uses it continuously, so that it provides the development of more participatory tasks.