Incidencias de las emociones en el desarrollo del aprendizaje de los niños de grado quinto.

Abstract

This research analyzes the influence of emotions on learning processes and the transition to secondary education for fifth-grade students at the El Arenoso Rural Educational Institution, La Pradera campus, in San Vicente del Caguán. The study employed a qualitative approach, using techniques such as interviews, diagnostic questionnaires, participant observation, and focus groups, which allowed for an understanding of the students' predominant emotions and their impact on school dynamics. The theoretical framework was organized into four main categories: emotions and learning, emotional expression, school coexistence, and transition to high school. These categories guided both the collection and analysis of information and facilitated the identification of emotional needs related to motivation, self-regulation, social interaction, and adaptation to new educational environments. The results showed that emotions directly influence attention, participation, and school behavior. Based on these findings, pedagogical strategies grounded in emotional intelligence were designed, including emotional recognition workshops, dialogue circles, self-regulation activities, and group interaction activities. These strategies were subsequently shared with teachers and families to assess their relevance and applicability in the rural context. The study contributes to the understanding of the role of emotions in the learning process and highlights the importance of incorporating emotional education into schools, especially during periods of educational transition, offering useful tools to strengthen teacher support and the socio-emotional development of students.