Apuesta didáctica con base en la inteligencia emocional desde las pedagogías críticas para la construcción de relaciones interpersonales, dirigida a los estudiantes de la Institución Educativa Rural Mesitas

Abstract

This research aims to contribute to the construction of interpersonal relationships among students from sixth to eighth grade at the Rural Educational Institution Mesitas, located in the municipality of Hacarí, Norte de Santander, Colombia, through a didactic approach based on emotional intelligence from the perspective of critical pedagogies. The study is developed in a rural context marked by various social and educational challenges derived from the armed conflict and other conditions specific to the Catatumbo region, which significantly affect students’ emotions, school coexistence, and learning processes. The research adopts a qualitative approach based on the Participatory Action Research (PAR) methodology, which allows for continuous fieldwork closely connected to students’ everyday realities and promotes critical education through participatory pedagogical strategies. The expected results point to the development of pedagogical practices that foster more supportive and conscious interpersonal relationships, contributing to students’ emotional well-being and to the transformation of school coexistence within the rural community context.