Transitar con sentido: tejiendo vínculos, emociones y convivencia en mi escuela

Abstract

This paper analyzes the transition from primary to high school education as a critical moment in the school path of children and adolescents. In this period, socio-emotional tensions emerge and significantly affect school coexistence. Following a qualitative approach through classroom action research, this study aims to understand and characterize the socio-emotional skills manifested by sixth-grade students during this transition. With a diagnostic-propositional scope, the research further analyzes the dynamics of coexistence within two contrasting educational contexts: Institución Educativa Incodelca (Corinto, Cauca), and Institución Educativa Rural Departamental San Joaquín (La Mesa, Cundinamarca). The research is based on contributions from emotional education through the perspectives of Bisquerra (2003, 2009) and critical pedagogies, articulated with a human rights approach, to analyze how processes such as emotional self-regulation, empathy, and dialogue influence the construction of more democratic school relationships. From a relational perspective of the subject, in dialogue with the notion of autopoiesis proposed by Maturana and Varela (1984), emotion and coexistence are understood as constructions that emerge in the interaction with others and with the school environment. The main findings reveal that students in both institutions experience emotional tensions related to the hierarchical inversion of the transition to a new level. These spaces of conflict and discomfort are consistently territorialized in bathrooms and spaces with less adult supervision, where institutional trust relies on individual bonds rather than a systemic culture of support. Furthermore, the study shows that peer friendship operates as the primary emotional support network of affective support. Based on this situated diagnosis, the work culminates in the design of the didactic strategy "Transitar con Sentido", created to strengthen socio-emotional skills and school coexistence from a contextualized and humanizing perspective.