Incidencia de los factores psicoemocionales en la transición de estudiantes de primaria rural a secundaria urbana en la institución educativa técnica Pablo VI de Sotaquirá, Boyacá

Abstract

This research seeks to understand the impact of socio-emotional factors on the transition of rural primary school students to urban secondary education at the Pablo VI Technical Educational Institution in Sotaquirá, Boyacá. The study is grounded in the recognition of territorial, cultural, and emotional inequalities that shape the educational trajectories of children in rural contexts, who often experience identity, academic, and emotional disruptions when transitioning to urban schools. Using a qualitative methodological approach, the voices of students, parents, and teachers are collected through interviews and focus groups, allowing for the identification of experiences, tensions, and adaptation strategies that characterize this transition process. The research draws on the theoretical contributions of Paulo Freire, Pierre Bourdieu, and Manfred Max-Neef, among others, to conceptualize education as a relational practice and a process of social transformation. The findings reveal that socio-emotional factors—particularly emotional well-being, family support, and a sense of belonging—play a decisive role in school retention and identity construction during the transition from rural primary education to urban secondary schooling.