El desarrollo de habilidades socioemocionales en escolares de secundaria. Nuevos procesos tutoriales
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Tribunal
Abstract
Los procesos tutoriales, instancias de guía y apoyo personalizado, se erigen como vehículos clave para la implementación efectiva de nuevos enfoques pedagógicos centrados en el fomento de habilidades socioemocionales Razón por la cual, se planteó como intencionalidad del estudio reflexionar acerca de los nuevos procesos tutoriales que contribuyan al desarrollo de habilidades socioemocionales en escolares de secundaria. Este estudio se configuró como una revisión fundamentada en la epistemología y ontología de la reflexión. La metodología adoptada se basó en la dialéctica y la triangulación, guiando así el sentido discursivo que facilitó la reconstrucción del conocimiento. La estrategia de muestreo selectivo posibilitó la identificación de 25 escritos recopilados de las bases de datos SciELO, Redalyc y Google Scholar. Esta selección se llevó a cabo conforme a categorías de análisis previamente definidas. Los hallazgos evidenciados durante el proceso de reflexión subraya la necesidad de enfoques tutoriales más personalizados y adaptados, destacando su papel esencial en la promoción activa del desarrollo socioemocional en la educación secundaria.
The tutorial processes, instances of guidance and personalized support, emerge as key vehicles for the effective implementation of new pedagogical approaches focused on the promotion of socio-emotional skills. For this reason, the intention of the study was to reflect on the new tutorial processes that contribute to the development of socio-emotional skills in secondary school students. This study was configured as a review based on the epistemology and ontology of reflection. The methodology adopted was based on dialectics and triangulation, thus guiding the discursive sense that facilitated the reconstruction of knowledge. The selective sampling strategy made it possible to identify 25 writings collected from the SciELO, Redalyc and Google Scholar databases. This selection was carried out according to previously defined analysis categories. The findings evidenced during the reflection process underline the need for more personalized and adapted tutorial approaches, highlighting their essential role in the active promotion of socio-emotional development in secondary education.
The tutorial processes, instances of guidance and personalized support, emerge as key vehicles for the effective implementation of new pedagogical approaches focused on the promotion of socio-emotional skills. For this reason, the intention of the study was to reflect on the new tutorial processes that contribute to the development of socio-emotional skills in secondary school students. This study was configured as a review based on the epistemology and ontology of reflection. The methodology adopted was based on dialectics and triangulation, thus guiding the discursive sense that facilitated the reconstruction of knowledge. The selective sampling strategy made it possible to identify 25 writings collected from the SciELO, Redalyc and Google Scholar databases. This selection was carried out according to previously defined analysis categories. The findings evidenced during the reflection process underline the need for more personalized and adapted tutorial approaches, highlighting their essential role in the active promotion of socio-emotional development in secondary education.
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Vol. 5, No. 13