El Uso del Relato Como Estrategia Pedagógica para el Fortalecimiento de las Habilidades Socioemocionales y la Convivencia Escolar de la Institución Educativa Técnica Lisandro Cely

Abstract

Abstract The objective of this research was to implement storytelling as a pedagogical strategy to strengthen socio-emotional skills and promote school coexistence among fifth-grade students, aiming to build a healthy classroom environment and foster the development of critical thinking, self-esteem, and self-care as tools for emotional regulation and peaceful conflict resolution. The theoretical framework analyzed the various socio-emotional skills of 30 fifth-grade students, considering the characteristics of the context and population, especially the development of inappropriate social practices such as poorly managed conflicts due to a lack of emotional regulation tools, like socio-emotional skills.

The proposal was implemented with fifth-grade students at the Lisandro Cely Technical Educational Institution, Policarpa Salavarrieta campus, in the municipality of Mongua, Boyacá department. Methodologically, a qualitative approach was used with an action research design, following five phases: diagnosis, where socio-emotional and coexistence issues were identified; planning, with the design of narrative workshops; action, through the implementation of storytelling with students; observation, recording changes in their behaviors and relationships; and reflection, evaluating the impact of the pedagogical strategy on strengthening socio-emotional skills and improving the school climate.

The proposal was based on critical and social pedagogy, using reading and analysis of various types of stories as a strategy. Subsequently, students were encouraged to create their own stories, adapted to their personal, family, social, and cultural experiences, always considering their specific context.

The results showed a significant strengthening of students’ socio-emotional skills, especially in empathy, emotional self-regulation, self-esteem, and conflict resolution. The use of storytelling facilitated emotional expression, improved communication, and promoted a more harmonious school environment. Family participation was also strengthened, and a greater sense of belonging and group cohesion was consolidated. In conclusion, storytelling proved to be an effective pedagogical strategy to foster school coexistence and the integral development of students, demonstrating its potential for application in other educational contexts.

From the perspective of critical pedagogy, this experience created spaces for dialogue and reflection where students recognized themselves as active subjects in their learning, capable of questioning their reality, expressing their emotions, and transforming their interpersonal relationships. Storytelling served as a mediator for the development of critical consciousness and a more just and supportive coexistence.