Abstract:

Introduction:
The educational contexts stimulate the development of healthy lifestyles which influence in preventive behaviors, habits, attitudes and values of students. In this case, the school is a relevant space to promote the integral formation and the development of lifestyles, as a condition for the achievement of well-being in order to have a better quality of life.

Objective:
To show the Affective Dimension (AD) and Corporal Dimension (CD) of the integral formation, across on the evaluation of the lifestyles in high school students of San Bartolomé La Merced School.

Theoretical Framework:
The integral formation includes eight dimensions (ethical, spiritual, cognitive, affective, communicative, esthetic, corporal and socio-political), which contribute to the improvement of quality of life in the social context of each student. Therefore, the lifestyles are habitual actions that reflect the attitudes, the values and the development of the people. Exploring the lifestyles of high school students is important, because it is a significant stage in the acquisition of new capacities and the consolidation of some behavior trends acquired in the childhood. The educational proposal of the San Bartolomé La Merced School, promotes integral formation in the daily practice, through a continuous, permanent and participatory process that seeks to develop each and every one of the above dimensions.

Methodology:
Mixed and descriptive study with a sample of N=257 students with average age 14,5±1,5 years old, being the female gender n=123 (48%) and male gender n=134 (52%). It was applied a self-administered questionnaire “Pentagon of Well-being”, proposed by Nahas (2013). Where they assessed five factors related to lifestyles: Nutritional Factor (NF), Physical Activity (PA), Preventive Conduct (PC), Social Relationships (SR) and Stress Control (SC). All these factors were correlated with elements of the AD and the CD of the integral formation.

Results:
The sample presented in NF, that 78.2% (n=201) has adequate eating habits; in PA 84% (n=216) takes part in activities related to physical education; in PC, 83.7% (n=215) of the students mentioned to be informed about the prevention of sexual transmitted diseases, and they avoid the consumption of alcohol, tobacco, and psychoactive substances; in SR 76.3% (n=196) tried to keep their friendships and 53.7% (n=138) takes part in meetings and recreational group activities; and in SC 46.3% (n=119) thinks that it is normal the academic parental pressure front of the scholar result. Finally, the correlation between DA-PC: r=sexuality; DA-SR: r=relationship whit others; and DA-SC: r=self-recognition and self-esteem; between CD-NF-PC: r=take care of the body; CD-PA: r=psychomotor development; CD-SR: r=connecting with others.

Conclusions:
The study evidences, from the correlation of the dimensions of the integral formation, that the high school students of the San Bartolomé La Merced School present adequate habits of lifestyles. Therefore, the development of healthy lifestyles goes tightly attached to the educational propose of the School. In fact, it confirms that the educational contexts are a proper context to start and consolidate the promotion of lifestyles as a part of the personal development of students.

Keywords:

Lifestyles, Integral Formation, Educational Experience.