Competencias socioemocionales para el desarrollo de la sana convivencia en educación básica secundaria
The research aims to develop pedagogical strategies for the strengthening of socio-emotional competencies that promote the healthy coexistence of secondary school students of the Francisco Javier Cisneros Educational Institution. For this, it is based on a descriptive type research with a qualitativ...
- Autores:
-
Anaya Carreño, Ana María
Carrillo Bolívar, Emilse Esther
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5763
- Acceso en línea:
- https://hdl.handle.net/11323/5763
https://repositorio.cuc.edu.co/
- Palabra clave:
- Socio-emotional skills
Self-regulation
Emotional awareness
Collaboration
School life
Competencias socioemocionales
Autorregulación
La conciencia emocional
La colaboración
Convivencia escolar
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The research aims to develop pedagogical strategies for the strengthening of socio-emotional competencies that promote the healthy coexistence of secondary school students of the Francisco Javier Cisneros Educational Institution. For this, it is based on a descriptive type research with a qualitative approach where, through interviews with students and teachers, it is sought to know the current state of the school coexistence of the Francisco Javier Cisneros Educational Institution from the perspective of secondary school students , determine teachers' perceptions of socio emotional competencies as a platform to promote healthy coexistence and finally design a proposal of socio-emotional strategies that favors the development of a healthy coexistence in the Francisco Javier Cisneros Educational Institution. Among the results it was found that students are respectful to their teachers, but in the relationship between peers they present difficulties in resolving conflicts, due to difficulties in the management and management of their emotions, and that teachers consider development relevant of socio-emotional competences as an essential part of the development of learning, so finally a series of strategies based on self-regulation, emotional awareness and collaboration are presented. |
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