vol. 1 núm. 2 (2021)

Regarding to the role of arts in education, they help to the de­velopment oflistening, speaking, writing and reading, enhan­cing these skills by their integral components in different artis­tic productions- expressions. This, faces us as teachers, to the need of designing didactic strategies in which artistic activities are evidenced, while encouraging the learning of a foreign lan­guage like English. In this way, the aim is to bring art into edu­cacional contexts to make the learning process more enjoyable.

Communication is a fundamental aspect in che life of man. le allows him to become pare of a communicy and to build sociecy. This dimension has a fundamental role in che school due to che importance of developing communica­ tive skills in chese socialization spaces, which allow indi­ viduals to interact and perform cheir diverse roles in che contexts chey develop. This is essential for all societies to move forward. For chis reason, che communicative dimen­ sion's labour of Saint Thomas Aquinas School is required for aware and critica! citizens formation who concribuce to che historical progression of che country.

The purpose of this article is to show the importance of the bodily dimension in the formation of an integral being, res­ponding to the institutional educational project (P.E.I) of the Santo Tomás de Aquino School in Bogotá, based on experien­ces that enable the development of skills in general and phy­sical-motor capacities of students through their participation in physical sports, recreational, cultural activities and body management, expressing their feelings and strengthening the development of self-concept and self-care.

In Saint Thomas Aquinas's thinking, we find a series of im-portant considerations about nature and the “rational-in-tellective” dimension. It is not found by itself. It is part of a wider and more complex sensorineural system, the body and the culture itself. The cognitive dimension is related to the integral vision, the one that opens itself to the world’s entirety and takes to all “subject’s dimensions” in the order of being, doing, and working and it’s directed to all man’s development. This dimension is constituted by the sensory perception same as the intellect, where reason is one of the gravity centers of human life. Besides, knowledge knows the essence present in all material things as they are concei-ved, which takes us to universal knowledge. In this sense, the cognitive dimension for Saint Thomas is not only per-ceived but known, and, at the same time, it is formed by the reflexive dimension since the understanding reflects about itself: its acquaintance, its work, and deeds.

Taking as a starting point the PEI of Saint Thomas Aquinas School has had in recent years, it was decided to carry out a theoretical review of the human dimensions and specifically of the Socio-affective dimension in order to establish the im­portance of the development of this dimension in the PEI, this considering that experience and research have shown with scientific evidence that learning and the relationship, teacher - student passes and is permeated by the affective relationship that is established between the subjects that intervenes in the teaching - learning process.

This article explains how in the Santo Tomas de Aquino school, through the union of areas of knowledge, in the so-called TECHNO-MATH dimension, a connection is built between being, mathematics, science and technology, intertwining own competences of each of these mentioned knowledge areas. All this, aimed at the acquisition of skills and attitudes, that will allow the student them to interact and understand the world in which they live, positively transforming their reality, improving their environment and raising the quality of individual and social life inside the community.