Building Peace in the Classrooms from Emotional Intelligence
Keywords:
Education, Emotional Intelligence, culture of peaceAbstract
It reflects on the importance of promoting Emotional Intelligence in the classrooms and its impact
on promoting peace building. It is part of some results of the doctoral thesis, referred to Education
for Peace and its influence on the deficit of socio-emotional skills of preadolescents, which arises in
response to the phenomenon of school violence, a situation that is experienced worldwide. In this sense,
it was intended to train a group of pre-adolescents, demonstrating their contribution to pacification in
three schools in Monterrey from the strengthening of emotional competence.
The purpose was to demonstrate that, through the intervention with activities focused on the development
of Emotional Intelligence in preadolescents, it was possible to strengthen school coexistence within the
classrooms, favoring the construction of a culture of peace.
The design used in the research is of a mixed type, it combines the qualitative technique of nonparticipant
observation, through the use of the field diary instrument and the survey from the
quantitative approach, in addition to having a control group, being a A quasi-experimental study,
this last instrument is applied in two moments, before and after the development of the activities.
Instruments that are systematized through the SPSS Software.
The findings showed that students identify, manage and assertively express their emotions, elements
that lead to the construction of healthier social relationships within the classroom.
Downloads
References
Bisquerra, R. (2001). Educación emocional y bienestar. (1a Reimpresión). (2da. Ed.) Barcelona, España: Editorial CISS Praxis.
Carter, D. (2016).A Nature-Based Social- Emotional Approach to Supporting.
Cano Valverde, María del Rosario y Reyes Ruiz, María Teresa (2015). EDUCACIÓN EMOCIONAL PARA VIVIR EN PAZ. ESTUDIANTES DE EDUCACIÓN MEDIA SUPERIOR. Ra Ximhai, 11 (1), 209-222. [Fecha de consulta 24 de junio de 2020]. ISSN: 1665-0441. Disponible en: https://www.redalyc.org/articulo.oa?id=461/46139401011.
Fernández-Abascal, E.G., Jiménez, P. y Martín, D. (2003). Emoción y Motivación. Madrid: Editorial Centro de Estudios Ramón Areces.
Fragoso, R. (2018). Retos y herramientas generales para el desarrollo de la inteligencia emocional en las aulas universitarias. Praxis Educativa (Arg), 22(3), undefined-undefined. [fecha de Consulta 25 de octubre de 2019]. ISSN: 0328-9702. Recuperado: https://www.redalyc.org/articulo.oa?id=1531/153157080006
Goleman, D. (1995). Inteligencia Emocional. Barcelona: Kairós. Barcelona, España.
Gordillo Gordillo M. (2015). Análisis de la competencia emocional de los futuros docentes extremeños. (Tesis doctoral). Recuperado:
Gutiérrez, M., Escartí, A., y Pascual, C. (2011). Relaciones entre empatía, conducta prosocial, agresividad, autoeficacia y responsabilidad personal y social de los escolares. Psicothema, 23(1), 13-19.
Hernández-Castilla, R., Murillo, F. J. y Hidalgo, N. (2017). Lecciones aprendidas del estudio del liderazgo escolar exitoso. Los casos de España en el proyecto internacional ISSPP. Revista de Investigación Educativa, 35(2), 499-518.
Maldonado, H. (2004). Convivencia Escolar Ensayos y Experiencias. Buenos Aires: Lugar Editorial.
Martorell, C., González, R., Rasal, P., y Estellés, R. (2009). Convivencia e inteligencia emocional en niños en edad escolar. European Journal of Education and Psychology, 2(1), 69-78.
Martínez, C. (2009). Consideraciones sobre inteligencia emocional. La Habana, Cuba: Editorial Científico-Técnica.
Mayer, J.D., & Salovey, P. (1997). What is Emotional Intelligence? En Salovey, P y Sluyter (Eds.). (1997). Emotional Development and Emotional Intelligence. New York: Basic Books.
Nolasco, A. (2012). La empatía y su relación con el acoso escolar. Revista de Estudios y Experiencias en Educación, 11(22), 35-54.
Peterson,E. R., Farruggia, S. F., Hamilton,R. J. y Brown, G. T. L. (2013).Socio-emotional key competencies; can the be mesaured and what do they relate to? Teachers and Curriculum 13, 33-45.
Puente, A. (2007). Cognición y Aprendizaje. Fundamentos Psicológicos. España: Editorial Pirámide.
Rojas Monedero, R. (2020). Humanidades y diálogos con la educación y la ética. “La Educación para la Paz como instrumento en la construcción de aulas emocionalmente saludables”. En: González Osorio, M. F. (Ed. Científica). Diálogo entre las humanidades. (pp. 127-142). Cali, Colombia: Editorial Universidad Santiago de Cali.
Rojas Monedero, R. (2020). “La Educación para la Paz como estrategia en la prevención de conductas violentas en el aula, contexto Colombia y México”. En: Giraldo García, L. K. y Guevara, L. X. (Ed. Científicas). Construcciones, aportes y elaboraciones en educación infantil. (pp. 33-52). Cali, Colombia: Editorial Universidad Santiago de Cali.
Salud, S. d. (2012). Pautas para la prevención y la atención de las adicciones en universidades, institutos y escuelas de educación media superior y superior en México. D.F México: Comisión Nacional contra las Adicciones.
Santrock. J. (2002). Piscología de la educación. México: McGraw- Hill.
Seiz, J., Vossb, T. y Kuntera, M. (2015). When Knowing is Not Enough – the Relevance of Teachers’Cognitive and Emotional Resources for Classroom Management. Frontline Learning Research.3(1), 55 - 77.
SEP (2017). Programa Nacional de Convivencia Escolar (PNCE).
Torrente C., Nathanson, L., Rivers, S., y Brackett, M. (2015). SREE Conference Abstract Template.
Twyman, J. y Redding, S. (2015). Personal Competencies/Personalized Learning Reflection on Instruction. Council of Chief State School Officers, Washington, DC.
Yildizbas, F. (2017). The Relationship between Teacher Candidates’ Emotional Intelligence Level, Leadership Styles and Their Academic Success. Eurasian Journal of Educational Research 67, 215- 231.
Downloads
Published
How to Cite
Issue
Section
ARK
License
Copyright (c) 2020 Eirene Estudios de Paz y Conflictos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notices Proposed by Creative Commons
1. Proposed Policy for Journals Offering Open Access
Those authors who have publications with this journal, accept the following terms:
a. Authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License for which the user is free to: share, copy and redistribute the material in any medium or format; and to remix, transform and build from the material. This under the following terms:
- Credit must be given appropriately (journal, author, url / doi).
- A link to the license is provided.
- It is indicated if the changes were made.
- They are not used for commercial purposes.
b. Authors may adopt other non-exclusive license agreements for the distribution of the published version of the work (eg: deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
c. Authors are allowed and recommended to disseminate their work through the Internet (eg: in institutional telematic files or on their website) before and during the submission process, which can lead to interesting exchanges and increase citations of the published work. (See The effect of open access).
.png)
.jpg)
.png)
.jpg){kind=logo}
