Las competencias socioemocionales en procesos de enseñanza aprendizaje, de estudiantes de Grado Noveno en la Institución Educativa Libertador Simón Bolívar de Tunja

Abstract

This research aims to propose a curriculum proposal for the Spanish language area, articulating socio-emotional competencies at the Libertador Simón Bolívar Institution in the city of Tunja. The study is based on the justification for the importance of articulating school learning and contextual education, emphasizing socio-emotional competencies; beyond a content centered education, embedded in relationships with the environment, where disciplinary knowledge cannot be conceived separately from the development of attitudes, values, and skills, as a complementary tool for problem-solving or developing a different mental approach to everyday situations. The research is conducted using a qualitative approach, with a hermeneutic phenomenological approach, combining the description of lived experiences with the interpretation of their meanings. To obtain the information, an institutional diagnostic matrix was applied and semi-structured interviews were conducted with Spanish language teachers. The social contribution of this work is a curricular proposal that intrinsically integrates socioemotional competencies into the curriculum, with the goal of strengthening the school environment and helping to mitigate school violence, associated with factors affecting coexistence.