Incidencia de la intervención socioeducativa en la gestión emocional y la resolución de conflictos en los estudiantes del curso 703 de la Institución Educativa Alfonso López Pumarejo.

Abstract

The ability to manage emotions and resolve conflicts in a healthy way is essential for maintaining school coexistence. This research analyzes the impact of a socio-educational intervention on strengthening emotional regulation and conflict resolution among students in class 703 at Alfonso López Pumarejo Educational Institution in Valledupar. Based on a diagnostic assessment that reveals the use of physical and verbal violence as a primary response to everyday tensions, the study moves away from traditional control-based models to propose an alternative grounded in critical pedagogy and emotional intelligence, understanding education as a practice of freedom and recognition of others. Using an Action Research methodology, the process actively involves students not as objects of study, but as subjects capable of transforming their own reality. They ceased to be passive recipients of rules and became protagonists of their own change, reflecting on their social and family contexts. The collective learning suggests that, by providing tools for self-regulation and empathy, students are able to denaturalize violence and develop a critical awareness of their reactions. The main findings reveal that strengthening socio-emotional competencies acts as a tool for liberation, enabling students to challenge aggression and build a more just social fabric. In conclusion, the intervention demonstrates that socio-emotional education is fundamental for transforming the classroom into a space of peace and autonomy, going beyond mere compliance with rules to achieve genuine transformation. The true impact lies in having turned conflict into a pedagogical opportunity, where students in class 703 stop reproducing dynamics of aggression and instead assume themselves as reflective and empathetic individuals. This shows that socio-emotional education, supported by the current legal framework, the necessary bridge to close the gap between the rules outlined in the school’s student handbook and lived reality, ultimately making the school a protective and truly transformative environment.