Circulos de liderazgo: Hacia el fortalecimiento de las habilidades socioemocionales en los niños de tercer grado de la escuela ruperto melo

Abstract

This presentation showcases the findings of a qualitative action research project focused on strengthening the socio-emotional skills of third-grade students through the introduction of school leadership. It was implemented at the Ruperto Melo School, located in Parcelas, Cota, Cundinamarca, with the aim of creating a proactive and meaningful change in the students' socio-emotional dynamics. The central problem observed in the school context is the prevalence of aggressive behaviors and emotional dysfunction exhibited by children in both recreational and academic settings. This not only disrupts the school environment but also limits the acquisition of fundamental social skills. The proposal is based on fostering leadership and integrating it into pedagogical practices, which can be valuable strategies for redirecting these disruptive behaviors. Students should become proactive individuals capable of designing and implementing projects that emphasize teamwork, responsibility, decision-making, self-control, self-efficacy, and school commitment. The methodology used was situated within the framework of a case study with focused action research. This approach allows for both diagnosis and direct, cyclical intervention. Fieldwork was conducted with 27 third-grade students. A triangulation method was applied using qualitative and quantitative instruments, such as field notes, Likert scale questionnaires, and focus groups, designed to capture students' perceptions of coexistence, conflict resolution, and personal leadership. Preliminary results show weaknesses in all three categories: School Coexistence (assertive communication, active listening, and relationships of trust and self-esteem); Conflict Resolution (emotional self-regulation, cooperation, and mediation); and Leadership (participation and trust). These results encourage the application of leadership circle concepts as structured pedagogical and engaging tools involving the educational community.