“Factores Socioemocionales Asociados a la Desmotivación Escolar en la Vida Cotidiana de los Estudiantes del Curso 1003 de la Institución Educativa Casimiro Raúl Maestre, a partir de sus Experiencias, Interacciones y Prácticas Escolares”.

Abstract

This research examines the socio-emotional factors associated with school demotivation among students in class 1003 at Casimiro Raúl Maestre Educational Institution in Valledupar, Colombia. The central argument is that school demotivation should not be understood merely as an individual lack of interest but as a relational and contextual construction emerging from the interaction between emotional experiences, interpersonal relationships, school climate, and pedagogical practices embedded in everyday school life. Adopting a qualitative approach and an educational ethnographic perspective, the study employed participant and non-participant observation, semi-structured interviews with students, teachers, and the school counselor, as well as documentary review of institutional records. Data was analyzed through coding, categorization, and triangulation procedures, enabling an interpretation of the meanings that educational actors assign to their school experiences. Findings indicate that demotivation is shaped by academic fatigue, emotional withdrawal, fear of public exposure, teaching methodologies perceived as repetitive, and environmental conditions within the school context. In addition, peer friendships emerged as a key factor for school retention and emotional support, while supportive educational practices strengthened participation and students’ sense of belonging. The study provides a situated understanding of school demotivation and contributes to pedagogical reflection and the development of socio-emotional support strategies in similar educational settings.