La danza como estrategia pedagógica para desarrollar competencias en resolución de conflictos en los grados 4° y 5° de la I.E. Francisco Molina Sánchez

Abstract

The research titled Dance as a Pedagogical Strategy to Develop Conflict Resolution Skills in 4th and 5th Grade Students at I.E. Francisco Molina Sánchez was developed under the Action Research (AR) approach, encompassing the phases of participatory diagnosis, collective planning, implementation, evaluation, and feedback. The study aimed to identify classroom conflict situations and promote context-based educational strategies involving both teachers and students in the co-construction of solutions. The central objective was to strengthen conflict resolution skills and foster a culture of peace through the implementation of educational activities based on dance. Through workshops, observations, interviews, and field journals, the findings revealed that body movement, when intentionally guided toward educational goals, enhances emotional self-regulation, empathy, and cooperation key components for peaceful conflict management. The practice of dance transformed interpersonal tensions into opportunities for dialogue and mutual understanding, reinforcing empathy and respect among peers. Teachers assumed a mediating and reflective role, encouraging nonviolent approaches to problem-solving and promoting coexistence rooted in respect and diversity. The experience confirms that integrating art into education not only strengthens coexistence and social sensitivity but also empowers students to express emotions, resolve conflicts, and build bonds through empathy and cooperation. Its sustained application in the classroom fosters socioemotional competencies such as self-regulation and active listening, which are essential pillars for the consolidation of a peaceful and inclusive school environment.