Habilidades sociales en tiempo de pandemia de los estudiantes del grado 2o de la I.E. Marino Renjifo.

Abstract

In any space in life conflicts arise, therefore, it is necessary to develop social skills to learn to manage them and thus avoid aggressive behaviors that affect the coexistence in basic primary classrooms. Thus, one of the objectives of the study was identify the social skills that students have to function in the classrooms of the Rengifo Salcedo school in Candelaria, Valle del Cauca. The research approach is quantitative, survey type, and included the participation of 36 students. The instrument applied corresponds to the 10 questions associated with the social skills for solving interpersonal problems, from the Skills test of Social Interaction (CHIS) designed by Monjas (1992) in order to strengthen the skills and prevent problems of violence, rejection, social exclusion, among others, in childhood. It should be noted that this test has been validated in different contexts. It was found that students have low levels of empathy, do not have strategies to solve conflicts and therefore do not evaluate them, nor do they measure the consequences of their actions. acts and do not think about the causes that generate the problems of violence in which they are immersed, which suggests that there will be a high number of conflicts that affect the coexistence in the classroom, once they return to attendance or alternation caused by the Covid 19 pandemic. The findings suggest the design of a pedagogical intervention proposal that encourage the social skills of students when they return to attendance at the school. In this sense, teachers become the facilitators of dialogic spaces, cooperative and participatory that enable a healthy school coexistence.