Profe, ¿y tú cómo estás? narrativas de docentes de primera infancia que inspiran una bitácora para el bienestar emocional

Abstract

The purpose of this research is to understand the narratives constructed by early childhood teachers in Bogotá, Colombia regarding socioemotional competencies within their pedagogical practice, with the aim of making their voices visible and empowering them as the basis for developing a guidance logbook that promotes their emotional well-being. The project is grounded in data reported by the Ministry of Health, the Ministry of National Education (MEN), and the OMS, which reveal a concerning panorama of teachers’ mental health, marked by the presence of disorders such as depression, anxiety, high levels of occupational stress, and emotional exhaustion or burnout. Methodologically, a qualitative approach with a narrative design was adopted. The analysis of the information was carried out from a thematic–narrative perspective, supported by a co-occurrence array that enabled the interpretation of teachers’ experiences, emotions, feelings, and everyday challenges. From this process emerged an illustrated logbook containing 15 activities based on the pentagonal model of Bisquerra & Pérez (2007). Accompanied by a series of practical exercises, such as writing, drawing, and photography, the logbook invites teachers to reflect, reconnect, and care for their emotions inside and outside the classroom, as well as to treasure the memories that give meaning to the profession, as fundamental aspects for strengthening well-being.