Propuesta de fortalecimiento de la inclusión educativa mediante una estrategia socioemocional basada en las voces de los niños y niñas víctimas del conflicto armado, de grado cuarto de la Institución Educativa Fray Plácido, municipio de Mocoa, Putumayo

Abstract

This research, entitled " Proposal to strengthen educational inclusion through a socio-emotional strategy based on the voices of children who are victims of the armed conflict, in the fourth grade of the Fray Plácido Educational Institution, municipality of Mocoa, Putumayo," is a study that arose from the identification of difficulties in the processes of inclusion, participation, and emotional well-being faced by these students in the school context. These difficulties stem from experiences of violence, displacement, and stigmatization that affect their sense of belonging and coexistence. The methodology was developed from a qualitative approach, with a pre-experimental design without a control group. The instruments used for data collection were semi-structured interviews with teachers and students, and field notes. The results revealed the presence of emotional and social barriers that affect the students' educational experience, as well as the need for pedagogical strategies sensitive to the context of the armed conflict. Furthermore, the teacher evaluation highlighted the relevance and necessity of the designed strategy, recognizing socio-emotional support as a central element for strengthening inclusion, coexistence, and a sense of belonging. The main conclusion is that educational inclusion in a context affected by armed conflict requires pedagogical approaches that place students' voices and socio-emotional well-being at the heart of the educational process.

Keywords: Inclusion, education, emotions, barriers, relevance.