Emociones y convivencia escolar: retos y alcances para la educación básica secundaria
The present investigation entitled "Emotions and School Coexistence: Challenges and Scopes for Basic Secondary Education" described the relationships between the management of emotions and school coexistence in Basic Secondary students and their teachers. At a juncture due to the global pa...
| Autores: | , |
|---|---|
| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2020 |
| País: | Colombia |
| Institución: | Universidad de San Buenaventura |
| Repositorio: | Repositorio USB |
| Idioma: | español |
| OAI Identifier: | oai:bibliotecadigital.usb.edu.co:10819/8120 |
| Acceso en línea: | http://hdl.handle.net/10819/8120 |
| Access Level: | acceso abierto |
| Palabra clave: | Emociones Convivencia escolar Inteligencia emocional Empatía Conflictos Regulación emocional Comprensión emocional Emotions School coexistence Emotional intelligence Empathy Emotional regulation Emotional understanding Conflicts Tesis - maestría en ciencias de la educación Emociones infantiles Conflictos escolares |
| Sumario: | The present investigation entitled "Emotions and School Coexistence: Challenges and Scopes for Basic Secondary Education" described the relationships between the management of emotions and school coexistence in Basic Secondary students and their teachers. At a juncture due to the global pandemic, it was observed that emotions are closely related to the experiences, thoughts and behaviors of human beings. Based on the hermeneutical-interpretive paradigm, using the case study, the stories and perceptions of 10 students and 4 teachers were analyzed, describing the relationships between the management of emotions and coexistence. The contributions of Goleman, Mayer and Salovey, Gardner, Chóliz. Fierro and Carbajal, allowed to elaborate a description of how emotions are manifested in the family and school environments, describing their relationships with school coexistence. Negative emotions, like positive ones, were found to be related to the experiences and conflicts of school coexistence. Negative emotions such as anger, fear and sadness have a more complicated handling than positive emotions such as happiness. This study made it possible to show that the country's curricular structures are more focused on responding to the needs of academic content and minimizing development and Emotional Intelligence. This aspect shows that deficiencies in social skills lead to inadequate conflict resolution, lack of empathy and poor emotional regulation |
|---|