Análisis y comprensión de los aportes de las competencias emocionales en las prácticas pedagógicas en el aula, de los maestros de educación inicial y básica del Colegio Kennedy IED, de la ciudad de Bogotá

Abstract

This research seeks to identify the difficulties of the teachers, of initial and basic education of the Kennedy IED School, seat D, afternoon session; in front of their emotional state and the tensions that condition their exercise, like: the process of teaching, empathy, evaluation; among others. In the development of the frame of reference and background, we show that, in school institutions, pedagogical practice has a greater emphasis on cognitive skills than on emotional ones. Furthermore, the strategies that improve such cognitive competencies only exist for students; for teachers, a program has not yet been structured, but it is considered an important factor in educational institutions. For the theoretical framework, the following categories of analysis were worked on: emotional competencies, pedagogical practices and significant learning, which facilitated responding to the proposed objective, setting the limits and scope of this research. The present research was carried out under the mixed model, which allowed the understanding of the knowledge and experiences of teachers, regarding the flourishing of emotional competences in the exercise of their role, during the initial and first cycles. Based on semi-structured interviews, a training experience was defined and then an information analysis process was carried out in three moments: descriptive, axial and selective (Sandoval, 2007). The results allowed us to establish that the management of emotional skills in teachers brings valuable benefits to pedagogical practice, learning, and coexistence; therefore, academic development and emotional education should have the same importance in educational institutions. However, such skills are not prioritized, leaving them out of the educational system.