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Estrategias pedagógicas inclusivas y metodologías activas para fortalecer el desarrollo socioemocional en estudiantes de tercero de primaria
(2026-06-19) Tipas Coral, Diana Jaqueline; Cabrera Benavides, Valeria
A fundamental aspect of children's holistic development is the strengthening of their
socio-emotional development. Therefore, it is crucial to recognize and implement
pedagogical strategies that enhance these processes in third-grade students through inclusive
approaches and active learning methodologies. Based on this premise, the present research
was conducted using a mixed-methods approach, with a descriptive-exploratory scope and a
case study design, at the José Antonio Llorente Educational Institution.
Data collection techniques included participant observation, surveys based on
emotion cards, and emotional journals with family support, allowing for the analysis of both
qualitative and quantitative dimensions of the process. The results demonstrate a significant
improvement in students' emotional recognition and expression, reflected in an increase in
responses associated with well-being and a decrease in emotional difficulties.
Furthermore, it was identified that family support has a positive impact on self
regulation, communication, and academic performance. The implemented strategies fostered
the development of skills such as empathy, assertive communication, and conflict resolution,
contributing to a more inclusive and participatory school climate. In conclusion, the
integration of active learning methodologies and collaborative work between school and
family are fundamental to promoting socio-emotional development and holistic well-being
within the educational context.
Educación socioemocional como estrategia pedagógica para el fortalecimiento de la convivencia escolar en estudiantes de segundo de primaria
(2026-06-19) Castillo Micolta, Mónica Vanessa; Sierra Meneses, Dayany Stefanny
A positive school environment is essential for holistic development in elementary
education, particularly when it comes to social-emotional skills and peaceful conflict
resolution. At the Jorge Robledo School, situations have been observed that affect
school coexistence, such as: physical and verbal aggression, difficulties in expressing
disagreement or setting boundaries regarding peers’ behavior, reliance on third parties
to resolve conflicts, and self-harming behaviors associated with difficulties in emotional
regulation and frustration management. In this context, the objective of this study was to
analyze the impact of pedagogical strategies based on social-emotional learning to
strengthen school coexistence and peaceful conflict resolution among second-grade
students at the Policarpa Salavarrieta campus of the Jorge Robledo Educational
Institution. Methodologically, the study was conducted using a mixed-methods approach
with descriptive aims and was guided by an action-research process. To collect data,
diagnostic surveys were administered to students, teachers, and families, supplemented
by direct observation of the group, which allowed for the identification of perceptions,
behaviors, and socio-emotional needs present in the classroom. The results revealed
recurring instances of disrespect among peers, manifested in shouting, interruptions,
teasing, and physical aggression as well as difficulties in managing emotions in the face
of frustration. Based on this assessment, pedagogical strategies were implemented to
help students recognize and regulate their emotions, enabling them to develop social
skills for life and well-being. It is concluded that the incorporation of strategies based on
social-emotional learning promotes the improvement of interpersonal relationships and
contributes to strengthening school coexistence to foster a more respectful,
participatory, and harmonious classroom environment for learning.
La moral en el aula: empatía, autorregulación y resolución de conflicto en educación media.
(2026-06-01) Montaño Valencia, Jessica Liceth; Tuiran Davila, Yulena Estefanny
School coexistence has become an increasingly important issue in educational
institutions, especially in secondary education, where students experience personal,
emotional, and social changes that influence how they relate to others. In this context,
skills such as empathy, emotional self-regulation, and conflict resolution play an important
role in everyday classroom life.
The purpose of this study is to describe how these socio-emotional competencies
appear in students from tenth and eleventh grade in an educational institution in the city
of Cali. The research follows an interpretative approach with the support of quantitative
tools to organize the information.
A semi-structured questionnaire was applied to 125 students, including closed and
open questions related to empathy, emotional management, and conflict resolution. The
results show that most students are willing to understand their classmates, control their
reactions in situations of anger, and use dialogue as a strategy to solve disagreements.
These findings highlight the importance of strengthening socio-emotional skills as part of
school coexistence and classroom learning processes.
Recomendaciones pedagógicas para la enseñanza de la paz: un análisis propositivo para la malla curricular en el programa de derecho de la universidad Aguachica.
(2026-06-01) Carela Pelaez, Michel; Lemus Chinchilla, José Fernando
This scientific article aims to construct a text of pedagogical recommendations oriented toward
peace-related topics included in the curricular structure of the Law Program at the Universidad
Popular del Cesar (UPC), Aguachica campus, approved through Resolution 002545 of the Ministry
of National Education and Agreement 016 of August 6, 2024, issued by the institution's Superior
Council. From a qualitative methodological perspective, the research identified an opportunity to
strengthen specific pedagogical tools for addressing topics linked to a culture of peace, historical
memory, human rights, and alternative conflict resolution mechanisms, and gender approaches—
subjects woven throughout the curriculum. The state of the art presented compiles recent national
and international research that supports the pertinence and urgency of innovating pedagogical
practices in higher education within post-conflict contexts, with the aim of enhancing their
formative and social impact. The results yield concrete recommendations aimed at transforming
the passive role of students, incorporating information and communication technologies (ICT),
gamification, project-based learning (PBL), and strengthening the teacher-student bond around a
culture of non-violence. The research provides a support instrument for faculty and contributes to
the reconstruction of the social fabric of the region.