Educación socioemocional y derechos humanos: investigación-acción desde la autorregulación, conciencia social y libertad de expresión.

Abstract

This research emerges from the coexistence dynamics observed in eighth-grade students at the Institución Educativa Brisas de Iriqué (Granada, Meta), where verbal aggression and exclusion limit the full exercise of human rights. Despite institutional guidelines promoting socio-emotional education, significant challenges persist in managing disagreement and acting with empathy. The objective was to analyze, through Educational Action Research (EAR), how a pedagogical strategy strengthens self-regulation and social awareness to promote freedom of opinion and expression. Methodologically, the study employs a qualitative approach with an EAR design, integrating reality analysis with situated intervention. Information was collected through participant observation, focus groups, document review, and semi-structured interviews, allowing for data triangulation. The results, derived from three intervention sessions, reveal a tension between the initial willingness to engage in dialogue and limitations in emotional self-regulation. Behaviors such as mockery and disqualification acted as censorship mechanisms; however, the process enabled progress toward active listening, empathetic reflection, and greater language moderation. The study concludes that there is a direct correlation between strengthening socio-emotional skills and the exercise of the right to freedom of expression. The research highlights that institutional regulations are insufficient if they are not integrated with situated curricular practices. The teacher's role as a necessary mediator is emphasized in transforming the classroom into a dialogical community, reaffirming that freedom of expression is a collective exercise built upon the recognition of and respect for difference.